Foundational 2 Curriculum: 3 Years Through Kindergarten

Sample Table of Contents

Introduction, Plans and Tools The Six-Step Problem-Solving 5 to 6 Years: What’s Special About Method (PH) This Age? (PH) Introducción, planes y herramientas Método para resolver de problemas De 5 a 6 años de edad: ¿Qué es lo en seis pasos especial de esta edad? Introduction, Plans and Tools Goal Setting Understanding How the Young Child Welcome to Parents as Teachers (PH) Goal Setting: Begin With the End in Learns Bienvenidos a Parents as Teachers Mind (PH) How Your Young Child Learns (PH) Step-Up Plan: Approaches to Learning Establecer objetivos: Mantenga en Cómo aprende su niño pequeño Plan en various pasos: Estrategias mente su objetivo Brain Development at Ages 3 para el aprendizaje Through 6 Step-Up Plan: School Transitions Child Development Your Child’s Amazing Brain (PH) Spanish Step-Up Plan: School Desarrollo infantil El sorprendente cerebro de su hijo Transitions Child Development Chart (PH) Helping Your Child’s Brain During Step-Up Plan: Parent and Family Spanish Child Development Chart Sensitive Periods (PH) Engagement Fine SMILE (PH) Cómo ayudar al cerebro de su hijo Spanish Step-Up Plan: Parent and durante los períodos sensibles Fine SMILE (sonrisa) Family Engagement Brain Boosts for Early Learning (PH) Circles of Support (PH) 3 to 4 Years: What’s Special About This Age? (PH) Maneras de incentivar al cerebro para Círculos de apoyo el aprendizaje temprano De 3 a 4 años de edad: ¿Qué es lo Visualizing (PH) especial de esta edad? Developmental Stages of Block Play (PH) Spanish Visualizar 4 to 5 Years: What’s Special About Problem Solving This Age? (PH) Etapas del desarrollo del juego con bloques De 4 a 5 años de edad: ¿Qué es lo especial de esta edad? © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 3 Bunches of Blocks (PH) Pictures Are Worth a Thousand Patterns in Speech Development (PH) Montones de bloques Words (PH) Patrones en el desarrollo del habla Developmental Sequences in Art (PH) Spanish Pictures Are Worth a Getting the Words Out (PH) Thousand Words Spanish Developmental Sequences Cómo animar a su hijo a comenzar a in Art Sexual Identity and Body Awareness decir palabras Music in the Air (PH) Positive Messages About Your Child’s Everyday Puppet Play (PH) Body (PH) Spanish Music in the Air Juegos con marionetas para todos Spanish Positive Messages About Executive Function los días Your Child’s Body Executive Function: Our Brain’s Math Words to Know (PH) President (PH) Language Development Palabras de matemáticas a saber Spanish Executive Function: 3 to 4 Years: Your Child’s Language Rhyme Time: Playing With the Sounds The Brain’s President Development (PH) of Language (PH) Sensory Processing: Integrating Info Spanish 3 to 4 Years: Your Child’s Spanish Rhyme Time: Playing With the From All the Senses Language Development Sounds of Language Bringing All the Senses Together (PH) 4 to 5 Years: Your Child’s Language Early Reading Development (PH) Reunir todos los sentidos juntos Ready for Reading (or Not) (PH) Spanish 4 to 5 Years: Your Child’s That’s Using Your Senses! (PH) Language Development Spanish Ready for Reading (or Not) ¡Eso es usar los sentidos! 5 to 6 Years: Your Child’s Language Developmental Stages of Reading (PH) Perceptual Development Development (PH) Spanish Developmental Stages of Sensation, Perception and Action: Spanish 5 to 6 Years: Your Child’s Reading Your Child’s Body in Motion (PH) Language Development Learning Letters (PH) Sensación, percepción y acción: el Listening, Understanding, Talking Spanish Learning Letters cuerpo de su hijo en movimiento and Expressing Environmental Print in the Kitchen (PH) Symbolic Development Helping Your Child Understand and Spanish Environmental Print in the Use Language (PH) Kitchen Cómo ayudar a su hijo a comprender y usar el lenguaje © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 4 Books in Your Home (PH) Cognitive Development Creating Collections: Button Boxes Spanish Books in Your Home 3 to 4 Years: Your Child’s Cognitive and Beyond (PH) No-Cook Play Dough Recipe (PH) Development (PH) Spanish Creating Collections: Button Boxes and Beyond Receta de plastilina sin cocción Spanish 3 to 4 Years: Your Child’s Cognitive Development Everyday Math (PH) Sight Words: One of Many Elements in Developing Literacy 4 to 5 Years: Your Child’s Cognitive Spanish Everyday Math Development (PH) Figuring Out Sight Words (PH) Numbers: Counting, Ordering and Spanish 4 to 5 Years: Your Child’s Measuring Quantity Spanish Figuring Out Sight Words Cognitive Development Counting (PH) Early Writing 5 to 6 Years: Your Child’s Cognitive Spanish Counting Understanding How Your Child Learns Development (PH) to Write (PH) Learning Math and Measurement in Spanish 5 to 6 Years: Your Child’s the Kitchen (PH) Spanish Understanding How Your Cognitive Development Child Learns to Write Spanish Learning Math and Attention and Memory Measurement in the Kitchen Developmental Stages of Writing (PH) Paying Attention and Remembering Dishing Out Math Experiences (PH) Spanish Developmental Stages of (PH) Spanish Dishing Out Math Experiences Writing Spanish Paying Attention and Supporting Your Child’s Writing (PH) Remembering 5HDVRQLQJ$Q,PSRUWDQW6FLHQWL¿F7RRO Spanish Supporting Your Child’s Matching, Sorting and Classifying Building Reasoning Skills (PH) Writing Sorting It Out (PH) Spanish Building Reasoning Skills Bilingual Language Development Spanish Sorting It Out Experimenting With Everyday Objects (PH) Learning More than One Language (PH) Making Comparisons and Noticing Spanish Learning More Than One Patterns (PH) Spanish Experimenting With Everyday Objects Language Spanish Making Comparisons and Print in Two Languages (PH) Noticing Patterns 6FLHQWL¿F.QRZOHGJH&RQFHSWVLQ the World Spanish Print in Two Languages Learning About Concepts (PH) Rhymes and Songs (PH) Spanish Learning About Concepts Rimas y canciones © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 5 Helping Your Child Learn About Helping Your Child Master Fear (PH) Bullying (PH) Shapes and Space (PH) Spanish Helping Your Child Master Spanish Bullying Spanish Helping Your Child Learn Fears What Parents Can Do About Bullying About Shapes and Space How to Use Books to Explore (PH) Playing Games to Learn About Shapes Emotions (PH) Spanish What Parents Can Do About and Space (PH) Spanish How to Use Books to Explore Bullying Spanish Playing Games to Learn About Emotions Motor Development Shapes and Space Regulation of Emotion and Behavior 3 to 4 Years: Your Child’s Gross Motor On Time (PH) Helping Your Child Learn Development (PH) Spanish On Time Self-Regulation (PH) Spanish 3 to 4 Years: Your Child’s Social-Emotional Development Spanish Helping Your Child Learn Gross Motor Development Self-Regulation 3 to 4 Years: Your Child’s Social- 4 to 5 Years: Your Child’s Gross Motor Emotional Development (PH) Self-Concept and Awareness Development (PH) Spanish 3 to 4 Years: Your Child’s Helping Your Child Build a Sense Spanish 4 to 5 Years: Your Child’s Social-Emotional Development of Self (PH) Gross Motor Development 4 to 5 Years: Your Child’s Social- Spanish Helping Your Child Build a 5 to 6 Years: Your Child’s Gross Motor Emotional Development (PH) Sense of Self Development (PH) Spanish 4 to 5 Years: Your Child’s Your Child’s Developing Sense Spanish 5 to 6 Years: Your Child’s Social-Emotional Development of Self (PH) Gross Motor Development 5 to 6 Years: Your Child’s Social- Spanish Your Child’s Developing Gross Motor Abilities Sense of Self Emotional Development (PH) Building Bodies: Large Muscles, Spanish 5 to 6 Years: Your Child’s Relationships With Peers, Caregivers Strength and Endurance (PH) and Other Adults Social-Emotional Development Spanish Building Bodies: Large Emotion, Understanding and Friendships and Peer Interactions (PH) Muscles, Strength and Endurance Expression Spanish Friendships and Peer Encouraging Gross Motor Mastery My Child’s Feelings (PH) Interactions and Coordination (PH) Spanish My Child’s Feelings Spanish Encouraging Gross Motor Coordination and Mastery © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 6 Motor Drive (PH) Developmental Concerns Understanding Your Options for Spanish Motor Drive Developmental Delays and Disabilities Special Services (PH) 3 to 4 Years: Your Child’s Fine Motor When Your Child Is Not Entender las diferentes opciones de Development (PH) “On Target” (PH) servicios especiales que usted tiene Spanish 3 to 4 Years: Your Child’s Fine Cuando su hijo no se ubica dentro Meeting With the School Services Motor Development de los objetivos esperados Team (PH) 4 to 5 Years: Your Child’s Fine Motor Learning About Your Child’s Diagnosis: Reuniones con el equipo de servicios Development (PH) Next Steps (PH) escolares Spanish 4 to 5 Years: Your Child’s Fine Informarse sobre el diagnóstico de su Following Up With Your Child’s Motor Development hijo: pasos a dar Doctor (PH) 5 to 6 Years: Your Child’s Fine Motor Language Disorders Cómo hacer el segumiento con el médico de su hijo Development (PH) Speech Disorders Challenging Behaviors Spanish 5 to 6 Years: Your Child’s Fine Learning Disabilities Motor Development (coming soon) What You Can Do About Shyness (PH) Cognitive Disabilities Fine Motor Skills Spanish What You Can Do About Physical Disabilities Encouraging Fine Motor Coordination Shyness and Mastery (PH) Hearing Impairments What You Can Do About Aggressive Spanish Encouraging Fine Motor Vision Impairments Behaviors (PH) Coordination and Mastery Sharing Sensitive Information Spanish What You Can Do About Strength and Endurance for Fingers Communication Between Parents Agressive Behaviors and Hands (PH) and Professionals What You Can Do About Sadness (PH) Spanish Strength and Endurance for Who’s Helping Your Child? (PH) Spanish What You Can Do About Fingers and Hands (coming soon) ¿Quién está guiando a su hijo? Sadness Hand Dominance: Left Versus Right Building Relationships With Dealing With Lying (PH) (PH) Professionals (PH) Spanish Dealing With Lying Spanish Hand Dominance: Left Versus Cómo construir una relación con los Dealing With Stealing (PH) Right especialistas Spanish Dealing With Stealing © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 7 Approaches to Learning Designing and Guiding: Balancing Communicating With Your Child (PH) Approaches to Learning Care and Challenge (PH) Cómo comunicarse con su hijo Every Child Is a One-of-a-Kind Spanish Designing and Guiding: Parents as Peacemakers (PH) Balancing Care and Challenge Learner (PH) Los padres como mediadores What Are We Doing Today? (PH) Spanish Every Child Is a One-of-a-Kind Dealing With Distractions (PH) Learner Spanish What Are We Doing Today? Spanish Dealing With Distractions Ready to Learn at School (PH) Choosing Age-Appropriate Toys (PH) Supporting Learning Spanish Ready to Learn at School Spanish Choosing Age- Appropriate Toys Supporting Your Child’s Learning (PH) Spanish Supporting Your Child’s Parenting Behaviors Experiences That Enhance School Readiness (PH) Learning Conductas relacionadas Spanish Experiences That Enhance Process Versus Product (PH) con la crianza School Readiness Spanish Process Versus Product Parenting Behaviors The Creative Process (PH) Helping With Homework (PH) Parenting Behaviors: Growing and Spanish The Creative Process Spanish Helping With Homework Changing Providing Music Lessons for Encouraging Musical Creativity (PH) Parenting Makes a Difference (PH) Your Child (PH) Spanish Encouraging Musical Spanish Parenting Makes a Difference Spanish Providing Music Lessons Creativity Nurturing for Your Child Nurturing Your Child (PH) Setting Up Rules (PH) Parent-Child Interaction Para la buena crianza de su hijo Spanish Setting Up Rules Interacción entre padres Raising a Risk-Taker (PH) Responding e hijos Spanish Raising a Risk-Taker Responding to Your Child (PH) Parent-Child Interaction: Ages 3 Designing and Guiding Spanish Responding to Your Child Through 6 Communicating © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 8 Interacting With Your Growing, Book Nook: Making a List and Creating Grocery Store: Writing and Pretending Changing Child (PH) a Reading Area Compras en el supermercado: escribir Spanish Interacting With Your Growing, Spanish Book Nook: Making a List y simular Changing Child and Creating a Reading Area I Spy: Describing Objects and Sharing Books Through Conversation Book of Words: Learning Words Practicing Conversation Talking About Books (PH) and Reading “Veo, veo...”: describir objetos y Hablar sobre los libros Spanish Book of Words: Learning practicar la conversación Words and Reading Reading Together (PH) Language and Lemonade: Talking and Buried Letters: Searching and Tasting Leer juntos Identifying Spanish Language and Lemonade: Talking More About Books: Recall and Spanish Buried Letters: Searching and Talking and Tasting Distancing (PH) Identifying Let’s Make a Book! Writing and Seguir hablando más sobre los libros: Dough Letters: Recognizing and Storytelling recordar y relacionar con su propia Making Letters vida Spanish Let’s Make a Book! Spanish Dough Letters: Recognizing Writing and Storytelling Parent-Child Activity Pages: and Making Letters Letter Sort: Exploring and Arranging Language Development Experimenting With Writing: Making Letters Using Activity Pages Around Language Notes and Discovering Textures Spanish Letter Sort: Exploring and Development Experimentar con la escritura: Arranging Letters Act It Out: Storytelling and Playing tomar notas y descubrir las texturas Letter Tube: Matching and Naming Together Fingerpaint Creations: Painting and Letters Juego de representación: contar Storytelling Spanish Letter Tube: Matching and cuentos y jugar juntos Spanish Fingerpaint Creations: Naming Letters Banjo Magic: Strumming and Singing Painting and Storytelling Magic Words: Painting and Revealing Rhymes Food Wall: Tasting and Choosing Food Words Spanish Banjo Magic: Strumming and Spanish Food Wall: Tasting and Spanish Magic Words: Painting and Singing Rhymes Choosing Food Revealing Words © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 9 Making Letters: Noticing Shapes and Object Box: Identifying and Matching Rhyme Time: Making a Lift-the-Flap Playing Together Letter Sounds Book and Reading Spanish Making Letters: Noticing Spanish Object Box: Identifying and Spanish Rhyme Time: Making a Lift- Shapes and Playing Together Matching Letter Sounds the-Flap Book and Reading Making Rainbows: Repeated Writing Paint Me a Story: Painting and Shadow Letters: Making Shapes and and Tracing Storytelling Guessing Spanish Making Rainbows: Repeated Píntame un cuento: pintar y contar Spanish Shadow Letters: Making Writing and Tracing cuentos Shapes and Guessing Memory Map: Exploring and Picture Pond: Fishing and Saying Steady Beat: Listening and Remembering Words Understanding Rhythm Spanish Memory Map: Exploring and Spanish Picture Pond: Fishing and Spanish Steady Beat: Listening and Remembering Saying Words Understanding Rhythm Menu Planning: Choosing Foods and Picture Story: Listening and Imagining Stick Puppets: Imagining and Telling Preparing a List Spanish Picture Story: Listening and Stories Spanish Menu Planning: Choosing Imagining Spanish Stick Puppets: Imagining and Foods and Preparing a List Position Words: Listening and Acting Telling Stories Name Game: Playing with Letter on Instructions Story Order: Reading and Sequencing Sounds and Rhyming Palabras que indican posición: Books Spanish Name Game: Playing With escuchar y representar con acciones Spanish Story Order: Reading and Letter Sounds and Rhyming las instrucciones Sequencing Books Naming Opposites: Pausing and Predictable Picture Book: Learning Story Stones: Creating and Telling Thinking About and Making Books Stories Spanish Naming Opposites: Pausing Spanish Predictable Picture Book: Spanish Story Stones: Creating and and Thinking Learning About and Making Books Telling Stories Not Like the Other: Categorizing and Print Walk: Finding Print and Playing Storytelling Box: Creating and Enacting Explaining Indoors a Scene Spanish Not Like the Other: Spanish Print Walk: Finding Print and Spanish Storytelling Box: Categorizing and Explaining Playing Indoors Creating and Enacting a Scene © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 10 Stretch Talk: Building and Expanding You’ve Got Mail: Writing and Bubble-ology: Problem Solving and Vocabulary Understanding Parts of a Letter Comparing Spanish Stretch Talk: Spanish You’ve Got Mail: Writing and Spanish Bubble-ology: Problem Building and Expanding Vocabulary Understanding Parts of a Letter Solving and Comparing Symbol Story: Making and Reading a Parent-Child Activity Pages: Clap, Tap, Rap: Repeating and Rebus Book Cognitive Development Ordering Spanish Symbol Story: Using Activity Pages Around Cognitive Spanish Clap, Tap and Rap: Repeating Making and Reading a Rebus Book Development and Ordering That’s My Name! Spelling and Writing All Gone Game: Understanding Cornstarch Ooze: Cooking and Spanish That’s My Name: Spelling One-to-one Correspondence and Observing Changes and Writing Counting Engrudo con almidón de maíz: Word Play: Experimenting With Sounds Juego “Se acabó”: para comprender la cocinar juntos y observar los cambios and Rhyming correspondencia uno a uno y aprender Crazy Coins: Counting and Sorting Spanish Word Play: Experimenting a contar Spanish Crazy Coins: Counting and With Sounds and Rhyming Around the House: Sorting and Sorting Word Search: Finding Sight Words and Classifying Creating Calendars: Labeling and Counting Spanish Around the House: Sorting Understanding Time Spanish Word Search: Finding Sight and Classifying Spanish Creating Calendars: Labeling Words and Counting Awesome Air: Experimenting and and Understanding Time Wordless Picture Book: Creating and Evaluating Cup Stacking: Problem Solving and Telling Stories Aire asombroso: experimentar y Balancing Spanish Wordless Picture Book: evaluar Spanish Cup Stacking: Problem Creating and Telling Stories Box Play: Building and Pretending Solving and Balancing Yarn Letters: Gluing and Tracing Spanish Box Play: Building and Does It Roll? Understanding Shapes Spanish Yarn Letters: Gluing and Pretending and Playing Games Tracing ¿Puede rodar? Comprender las formas y jugar a juegos © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 11 Do Three Things: Practicing Active Fit It In: Making Puzzles and Solving Let’s Play School: Pretending and Role Listening and Remembering Problems Playing Spanish Do Three Things: Listening Spanish Fit It In: Making Puzzles and Juguemos a la escuelita: juegos para and Remembering Solving Problems simular y representar The Echo Game: Listening, Grab Bag: Observing and Magnet Busy Jar: Questioning and Remembering and Repeating Remembering Experimenting Spanish The Echo Game: Listening, Tomar objetos de la bolsa: observar y Spanish Magnet Busy Jar: Questioning Remembering and Repeating recordar and Experimenting Egg Carton Mancala: Counting and Hanging Out the Wash: Matching and Marble Run: Building and Problem Problem Solving Ordering Solving Spanish Egg Carton Mancala: Spanish Hanging Out the Wash: Spanish Marble Run: Building and Counting and Problem Solving Matching and Ordering Problem Solving Elapsed Time: Exploring and Hide and Seek: Visual Mapping and Me and My Shadow: Finding and Understanding Time Remembering Exploring Changes Spanish Elapsed Time: Exploring and Spanish Hide and Seek: Visual Spanish Me and My Shadow: Understanding Time Mapping and Remembering Finding and Exploring Changes Estimation Station: Guessing and High-Low: Guessing and Developing Measure Up Trail Mix: Counting, Counting Number Sense Scooping and Writing Spanish Estimation Station: Guessing Spanish High-Low: Guessing and Spanish Measure Up Trail Mix: and Counting Developing Number Sense Counting, Scooping and Writing Exploration Hike: Observing Nature How Many Hands? Predicting and Memory Match Game: Looking, and Pretending Measuring Concentrating and Remembering Recorrido de exploración: observar la Spanish How Many Hands: Predicting Spanish Memory Match Game: naturaleza y juegos para simular and Measuring Looking, Concentrating and Filling and Draining: Experimenting and The Interview: Remembering and Remembering Observing Speaking Mysterious Magnets: Exploring Llenar y vaciar: experimentar y Spanish The Interview: Remembering Magnetic Attraction and Sorting observar and Speaking Imanes misteriosos: explorar la DWUDFFLyQPDJQpWLFD\FODVL¿FDU © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 12 Noticing Differences: Sorting and Ramp Rolling:Building and Sound Science: Hearing and Grouping Objects Experimenting Experimenting 2EVHUYDUGLIHUHQFLDVFODVL¿FDU\ Hacer rodar objetos por una rampa: Spanish Sound Science: Hearing and agrupar objetos construir y experimentar Experimenting Number Bonds: Counting Objects and Roll and Build: Counting and Making Spot the Difference: Concentrating Combining Numbers Buildings and Remembering Spanish Number Bonds: Counting +DFHUURGDU\HGL¿FDUcontar y hacer Spanish Spot the Difference: Objects and Combining Numbers construcciones Concentrating and Remembering One, Two, Three, a Book For Me: Scents and Sounds: Sorting, Matching Venn Diagram: Comparing Features Counting and Making a Book and Using Senses and Sorting Spanish One, Two, Three a Book for Aromas y sonidos: ordenar, emparejar Spanish Venn Diagram: Comparing Me: Counting and Making a Book y usar los sentidos Features and Sorting Paper Tube Numbers: Recognizing Scrap Sculpture: What’s that Sound? Listening and and Ordering Solving Problems and Creating Describing Spanish Paper Tube Numbers: Escultura de retazos: resolver Spanish What’s That Sound? Listening Recognizing and Ordering problemas y crear and Describing Pattern Bracelets: Stringing and Shape Hide and Seek: Identifying Wonderful Water: Comparing and Making Patterns and Matching Exploring Physical Properties Spanish Pattern Bracelets: Stringing Jugar a las escondidas con formas: Agua asombrosa: comparar y explorar and Making Patterns LGHQWL¿FDU\HPSDUHMDU las propiedades físicas Pendulum Play: Swinging and Shape Skyscraper: Recognizing and Parent-Child Activity Pages: Experimenting Matching Shapes Social-Emotional Development Spanish Pendulum Play: Swinging and Spanish Shape Skyscraper: Using Activity Pages Around Social- Experimenting Recognizing and Matching Shapes Emotional Development Puzzle Time: Recognizing Shapes Sink or Float: Predicting and Exploring Be Like a Frog: Breathing and and Connecting Pieces Physical Properties Observing Armar rompecabezas: reconocer las ¢6HKXQGHRÀRWD"predecir y explorar Spanish Be Like a Frog: Breathing and formas y conectar las piezas las propiedades físicas Observing © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 13 Block Fun: Building and Playing Clothes Relay: Zipping and Fastening Fishing for Faces: Naming and Together Spanish Clothes Relay: Zipping and Mimicking Expressions Diversión con bloques: construir y Fastening Spanish Fishing for Faces: Naming jugar juntos Cooking Together: Making and Sharing and Mimicking Expressions Brush Your Teeth: Caring for Your Body a Recipe Getting Started With Paint: Mixing and Singing Spanish Cooking Together: Making Colors and Painting Spanish Brush Your Teeth: Caring for and Sharing a Recipe (coming soon) Explorando con la pintura: mezclar Your Body and Singing (coming soon) Don’t Blow Down the Joker: Blowing colores y pintar Bubble Paint: Blowing and Printing and Controlling Emotions Guessing Faces: Understanding and Spanish Bubble Paint: Blowing and Spanish Don’t Blow Down the Joker: Expressing Emotions Printing Blowing and Controlling Emotions Spanish Guessing Faces: Caring for Teddy: Dressing and Family Charades: Pretending and Understanding and Expressing Learning Self-Help Skills Exploring Perspectives Emotions Spanish Caring for Teddy: Dressing Spanish Family Charades: Pretending How’s Your Motor Running? Moving and Learning Self-Help Skills and Exploring Perspectives Your Body and Exploring Emotions Cheer Up Game: Understanding and )DPLO\3RVW2I¿FH&RPPXQLFDWLQJ ¿Cómo está funcionando su motor? Growing Empathy and Building Relationships Mover el cuerpo y explorar las emociones Spanish Cheer Up Game: 6SDQLVK)DPLO\3RVW2I¿FH Understanding and Growing Communicating and Building I Like Me Because: Recognizing Strengths and Building Self-Esteem Child Massage: Nurturing and Relaxing Relationships Spanish I Like Me Because: Masajes para niños: experiencia Family Quilt: Identifying With a Group and Creating Recognizing Strengths and Building educativa y relajante Self-Esteem Circle Time: Pretending and Preparing Spanish Family Quilt: Identifying With a Group and Creating Journaling Together: Expressing and for School Sharing Feelings La hora del círculo: juegos para simular Feelings Center: Exploring and Expressing Emotions Spanish Journaling Together: y preparación para la escuela Expressing and Sharing Feelings Spanish Feelings Center: Exploring and Expressing Emotions © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 14 Me Poster! Identifying and Celebrating Paper Plate Masks: Drawing Say Ah! Pretending and Managing Abilities and Traits and Talking About Feelings and Anxiety Spanish Me Poster! Identifying and Expressions Spanish Say Ah! Pretending and Celebrating Abilities and Traits Spanish Paper Plate Masks: Drawing Avoiding Anxiety Memory Box: Remembering and and Talking About Feelings and Sharing Circle: Talking About and Sharing Family Stories Expressions Understanding Feelings Spanish Memory Box: Remembering Path Games: Making Games and Spanish Sharing Circle: Talking About and Sharing Family Stories Taking Turns and Understanding Feelings Monoprints: Creating and Expressing Juegos de sendero: crear juegos y Strolling Side By Side: Walking and tomar turnos Spanish Monoprints: Creating and Connecting Expressing Pause Button: Stopping and Breathing Spanish Strolling Side By Side: My Favorite Things: Understanding Spanish Pause Button: Stopping and Walking and Connecting Feelings and Appreciating Others Breathing This Is Me! Talking About Family and Spanish My Favorite Things: Ready for School! Preparing for Tracing Hand People Understanding Feelings and Kindergarten and Making a Book ¡Este soy yo! Hablar sobre la familia y Appreciating Others Spanish Ready for School! Preparing trazar la silueta de la mano Nature Prints: Regulating Pressure for Kindergarten and Making a Book Wait It Out: Practicing Patience and and Creating Relaxation Socks: Massaging and Taking Turns Spanish Nature Prints: Regulating Calming Down Spanish Wait It Out: Practicing Pressure and Creating Spanish Relaxation Socks: Massaging Patience and Taking Turns Paper Plate Family: Representing, and Calming Down What’s in Our Community? Creating Describing and Pretending Same Time Game: Waiting and Awareness and Mapping Places Spanish Paper Plate Family: Practicing Self-Regulation ¿Qué es nuestra comunidad? Crear Representing, Describing and Spanish Same Time Game: conciencia y hacer mapas de lugares Pretending Waiting and Practicing Self-Regulation © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 15 Parent-Child Activity Pages: Circle Jump: Noticing Colors and Get Up and Move Dice: Cutting, Writing Motor Development Making Big Movements and Doing Action Words Using Activity Pages Around Motor Spanish Circle Jump: Noticing Colors Spanish Get Up and Move Dice: Development and Making Big Movements Cutting, Writing and Doing Action Aiming and Throwing: Practicing Clean It Up! Picking Up and Helping Words Coordination and Playing Together Out Hands and Fingers Frenzy: Exercising Apuntar y lanzar: practicar la ¡A limpiar y poner en orden! Recoger y Small Muscles and Finger Painting coordinación y jugar juntos ayudar Juegos con dedos y manos: ejercitar Animals on the Move: Imitating and Colander Chaos: Using Fingers and los músculos pequeños y pintar con los Expressing Practicing Pincer Grip dedos Animales en movimiento: imitar y Spanish Colander Chaos: Using High Wire Act: Balancing and Pretending expresar Fingers and Practicing Pincer Grip $FWRGHODFXHUGDÀRMDequilibrio y Balloon Tennis: Stepping and Swinging Color Drop: Matching and Maneuvering juegos para simular Spanish Balloon Tennis: Stepping and Spanish Color Drop: Matching and How Can You …? Moving and Swinging Maneuvering Challenging Our Bodies Block City: Using Hands and Creative Movement: Exploring ¿Cómo puedes...? Movimientos y retos Pretending Movement and Dancing para el cuerpo Ciudad de bloques: usar las manos y Movimiento creativo: explorar el It Takes Two: Throwing and Catching jugar a juegos para simular movimiento y bailar De a dos: lanzar y atrapar Bowling: Aiming and Rolling Drawing to Music: Listening and Jump and Count: Exercising and Boliche: apuntar y rodar Making Marks Taking Turns Can You Move Like This? Stretching Dibujar al son de la música: escuchar y Saltar y contar: hacer ejercicio y tomar and Balancing hacer marcas turnos ¿Puedes moverte así? Estirarse y Freeze Dance: Starting and Stopping Junk in the Trunk: Controlling Muscles mantener el equilibrio Spanish Freeze Dance: Starting and and Moving Challenge Course: Moving and Stopping Spanish Junk in the Trunk: Controlling Developing Coordination Muscles and Moving Pista de obstáculos: movimiento y desarrollo de la coordinación © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 16 Keep It Up: Blowing and Making Newspaper Nonsense: Exploring and Sew Fun! Squeezing and Lacing Connections Manipulating Spanish Sew Fun! Squeezing and Jugar a mantenerlo en el aire: soplar y Spanish Newspaper Nonsense: Lacing hacer conexiones Exploring and Manipulating Thread Hunt: Finding and Threading Knock ‘Em Down: Aiming and Rolling Paper Bag Puppet: Creating and Spanish Thread Hunt: Finding and Spanish Knock ‘Em Down: Aiming and Storytelling Threading Rolling Spanish Paper Bag Puppet: Creating Torn-Paper Collage: Tearing and Making Dough: Measuring and and Storytelling Gluing Kneading Paper Plate Play: Jumping and Spanish Torn-Paper Collage: Tearing Preparar masa: medir y amasar Grabbing and Gluing Mats of Color: Cutting and Weaving Spanish Paper Plate Play: Jumping Walk the Line: Balancing and Learning and Grabbing (coming soon) Spanish Mats of Color: Cutting and Spanish Walk the Line: Balancing and Weaving Picking Up Pompoms: Squeezing and Learning Sorting Milk Jug Mitts:Tossing and Catching Zigzag Race: Twisting and Turning Recoger pompones: DSUHWDU\FODVL¿FDU Spanish Milk Jug Mitts: Tossing and Spanish Zigzag Race: Twisting and Catching Play Ball: Batting and Hitting a Ball Turning Jugar a la pelota: golpear y patear Mother, May I? Moving and Following Play Directions una pelota Learning Through Play Spanish Mother, May I? Moving and Raining Grains: Scooping and Pouring Play and Your Child (PH) Following Directions Spanish Raining Grains: Scooping and El juego y su hijo Movin’ and Groovin’: Dancing and Pouring Exploring Movement Scissors Station: Cutting and Snipping Why Play Is Important (PH) Moverse al ritmo de la música: bailar y Practice Spanish Why Play Is Important explorar el movimiento Spanish Scissors Station: Cutting and Floor Time Is Fun Time (PH) Snipping Practice Music to My Ears: Making and Shaking Spanish Floor Time Is Fun Time Maracas Scrap Art: Developing Eye-Hand Balancing Play Time and Screen Coordination and Making a Collage Spanish Music to My Ears: Making and Time (PH) Shaking Maracas Arte con recortes: desarrollo de la Spanish Balancing Play and Screen coordinación de ojos y manos y hacer Time un collage © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 17 Pretend Play Experiences: Why, What Electronic Entertainment and Building a Foundation for Positive and How? Plugged-In Families Behaviors (PH) Ways to Encourage Make-Believe Your Plugged-In Child (PH) Cómo sentar las bases para las Play (PH) Spanish Your Plugged-In Child conductas positivas Spanish Ways to Encourage Make- Making the Most of Digital Play (PH) Discipline Believe Play Spanish Making the Most of A Positive Approach to Discipline Let’s Play Pretend (PH) Digital Play and Guidance Spanish Let’s Play Pretend Discipline: A Positive Approach (PH) Pretending in the Great Outdoors (PH) Development-Centered Disciplina: un enfoque positivo Spanish Pretending in the Great Parenting What Are Logical Consequences? (PH) Outdoors Crianza centrada en el Spanish What Are Logical The Day We Stayed Indoors (PH) desarrollo Consequences? Spanish The Day We Stayed Indoors Developmental Topics Chart How to Handle Time Outs (PH) Imaginary Friends (PH) Attachment Spanish How to Handle Time Outs Spanish Imaginary Friends Attachment Avoiding Power Struggles (PH) Rough-and-Tumble Play, Pretend Spanish Avoiding Power Struggles Fighting and Aggression Attachment With Your Child (PH) My Views on Discipline (PH) It’s a Bird, It’s a Plane, It’s Your El apego con su hijo Mi punto de vista sobre la disciplina Superchild! (PH) Forming New Bonds at School (PH) Spanking as a Discipline Technique Spanish It’s a Bird, It’s a Plane, Cómo establecer nuevos vínculos en It’s Your Superchild! la escuela Say No to Spanking (PH) Your Child’s Quest for Action and Attachment After Divorce (PH) Spanish Say No to Spanking Adventure (PH) El apego después del divorcio Temper Tantrums Spanish Your Child’s Quest for Action Attachment and Adoption (PH) Taming Temper Tantrums (PH) and Adventure El apego y la adopción Spanish Taming Temper Tantrums Playing Games Attachment as a Foundation for Behavior and Discipline at School Let’s Play Games (PH) Positive Discipline Spanish Let’s Play Games © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 18 Talking About Discipline With Your Your Child’s School Health Team (PH) Fluoride’s Role in Healthy Teeth (PH) Child’s Teacher (PH) Spanish Your Child’s School Spanish Fluoride’s Role in Healthy Spanish Talking About Discipline With Health Team Teeth Your Child’s Teacher (PH) The School Nurse (PH) Keeping Children Active A Look at Classroom Behavior La enfermera escolar Your Child in Motion (PH) Strategies (PH) Talking About Germs (PH) Su hijo en movimiento Spanish A Look At Classroom Behavior Strategies Cómo hablar sobre los gérmenes Playing Organized Sports (PH) Playing in the Sun (PH) Cómo jugar a deportes organizados Health Jugar bajo el sol Understanding Stress and Its Effects The Medical Home Food Allergies on Children Your Family’s Medical Home (PH) When Your Child Has Food Allergies Recognizing Stress in Your Child (PH) El hogar médico de su familia (PH) Spanish Recognizing Stress in After-Hours Illnesses (PH) Cuando su hijo es alérgico a algunos Your Child Enfermedades después del horario de alimentos Helping Your Child Deal With consulta Food Allergies at School (PH) Everyday Stress (PH) Talking to Your Doctor About Health Alergia a los alimentos en la escuela Spanish Helping Your Child Deal With Concerns (PH) Everyday Stress Food Allergies and Playdates (PH) Cómo hablar con su médico sobre Learning to Handle Stress Through inquietudes de salud Alergias a los alimentos y salir a jugar Role Play (PH) con otros niños Immunizations (PH) Spanish Learning to Handle Stress Dental Care and Concerns Las vacunas Through Role Play Bye, Bye Baby Teeth (PH) Reliable Sources of Health Information Why Did He Do That? (PH) (PH) Spanish Bye, Bye Baby Teeth Spanish Why Did He Do That? )XHQWHVFRQ¿DEOHVGHLQIRUPDFLyQ Tips for Better Brushing (PH) Coping With Stress at School (PH) acerca de la salud Spanish Tips for Better Brushing Spanish Coping With Stress at School Health at School Setting Up Dental Care Routines (PH) Spanish Setting Up Dental Care Routines © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 19 Helping Families Understand Trauma Taste, Texture, Look: Sensory Sticking Fire Safety (PH) Helping Your Child Cope With Points (PH) Seguridad contra incendios Trauma (PH) Gusto, textura, visión: puntos de Gun Safety (PH) sensibilidad sensorial Spanish Helping Your Child Cope With Seguridad con las armas de fuego Trauma Meals and Snacks at School (PH) Poisoning (PH) Nutrition Comidas y refrigerios en la escuela Envenenamiento Nutrition, Food Groups and Portion Tips for Adding Variety to Your Child’s Sizes Diet (PH) Staying Safe While Out and About Your Child’s Nutritional Needs (PH) Consejos para agregar variedad a la Car Seat Q&A (PH) Las necesidades nutritionales de su dieta de su hijo Preguntas y respuestas sobre el asiento de seguridad para el coche hijo Safety Playground Safety (PH) Small Bodies, Big Thirst (PH) Protecting Against Health Hazards at Cuerpos pequeños, sed grande Home Seguridad en el parque de juegos ‘Stranger’ Safety and ‘What If?’ 7KH%HQH¿WVRI%UHDNIDVW (PH) Helping Your Child Recognize Dangers (PH) Questions (PH) /RVEHQH¿FLRVGHOGHVD\XQR Cómo ayudar a su hijo a reconocer los Seguridad ante personas “extrañas” y Eating and the Young Child peligros preguntas sobre “qué pasaría si...” Making Mealtime Work for Lead Exposure (PH) Getting Rolling on a Big-Kid Bike (PH) Everyone (PH) Exposición al plomo Andar en una bicicleta para niños Haga que la hora de la comida grandes funcione para todos Second-Hand Smoke (PH) Water Safety (PH) Frequently Asked Questions About Exposición al humo del tabaco como Feeding Your Child (PH) fumadores pasivos Seguridad con el agua Preguntas frecuentes sobre la Four-Legged Friends (PH) Safety and Schools (PH) alimentación de su hijo Amigos de cuatro patas Spanish Safety and Schools Learning to Like New Foods (PH) Furniture and Toy Safety (PH) Understanding Child Abuse and Neglect Aprender a disfrutar de alimentos Seguridad con los muebles y los nuevos juguetes © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 20 If You Feel Overwhelmed (PH) Nighttime Wake-Up Calls (PH) Toilet Learning (PH) Spanish If You Feel Overwhelmed Spanish Nighttime Wake-Up Calls Spanish Toilet Learning (coming soon) Transitioning to a Big-Kid Bed (PH) Accidents Happen (PH) Indicators of Child Abuse and Neglect Spanish Transitioning to a Big-Kid Bed Spanish Accidents Happen If You Suspect Abuse or Neglect (PH) Sharing a Room (PH) Using the Bathroom at School (PH) Spanish If You Suspect Abuse or Spanish Sharing a Room Spanish Using the Bathroom at School Neglect Bedwetting (PH) Sleep Spanish Bedwetting Family Well-Being Sleep Needs and Routines Transitions/Routines Bienestar de la familia Sleep: Why, How and How Much? (PH) Transitions and Continuity Basic Essentials Sueño: ¿por qué, cómo y cuánto? Transitions Within Our Family (PH) Fueling Families A Space for Snoozing (PH) Transiciones dentro de nuestra familia Family Food Choices (PH) Un lugar donde tomar la siesta Visual Reminders and Charts (PH) Opciones de alimentos para la familia Bedtime Routines (PH) Spanish Visual Reminders and Charts Transitioning to a Healthier Menu (PH) Rutinas para la hora de dormir Home Routines for the First Weeks of Transición hacia un menú más sano Your Child’s Wake-Up Call (PH) School (PH) Rethinking Family Meals (PH) Spanish Your Child’s Wake-Up Call Spanish Home Routines for the First Volver a pensar las comidas en familia Does My Child Still Need a Nap? (PH) Weeks of School Eating Well on a Budget (PH) ¿Mi hijo necesita todavía tomar una Your Child’s First School Routines (PH) Comer sano con un bajo presupuesto siesta? Spanish Your Child’s First School Rested Up for School (PH) Routines Navigating Your Food Shopping Options (PH) Spanish Rested Up for School Understanding Temperament Cómo elegir entre las opciones de Sleep Challenges Your Child’s Temperament (PH) alimentos que compra The Trouble With Bedtime (PH) Spanish Your Child’s Temperament Quick Cupboard Shape-Ups (PH) Spanish The Trouble With Bedtime Toilet Learning for Young Children Mejore los alimentos de su alacena © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 21 Label Reading (PH) Time Management Tips (PH) The Right Start (PH) Leer las etiquetas Spanish Time Management Tips Spanish The Right Start Families and Housing Death and Loss Getting Ready and Letting Go (PH) When Home Is Changing (PH) Talking With Your Child About Spanish Getting Ready and Letting Go Spanish When Home Is Changing Loss (PH) School Standards and Readiness Cómo hablar de la pérdida con su hijo Education and Employment Starting Kindergarten: Decisions and When a Loved One Dies (PH) Discussions Education and Employment Options for Parents Cuando un ser querido muere When Should My Child Start Kindergarten? (PH) An Outlook on Education and Early Care and Education Spanish When Should My Child Start Employment (PH) The Importance of Early Childhood Kindergarten? Spanish An Outlook on Education and Education Kindergarten Readiness Starts Employment Understanding the Options: Early Care Early (PH) Physical Health of the Family and Education Spanish Kindergarten Readiness Helping Parents Select an Early Care Keeping Fit Starts Early and Education Program Fitting in Fitness (PH) What Will Be Different for Our Family Does My Child Need Preschool? (PH) Dedicar tiempo a ponerse en forma When School Starts? (PH) Spanish Does My Child Need Spanish What Will Be Different for Mental Health and Wellness Preschool? Our Family When School Starts? Stress and Stress Management Getting to Know Early Care and Attendance and School Success Stress (PH) Education (PH) Why Go to School Every Day? Spanish Stress Spanish Getting to Know Early Care Coping With Stress and Preventing and Education Spanish Why Go to School Every Day? Burnout (PH) Partnering With Your Child’s Care Gaps and Barriers to Student Spanish Coping With Stress and Provider (PH) Achievement Preventing Burnout Spanish Partnering With Your Child’s Cultural Considerations for Families Time Management for Families Care Provider and Schools © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 22 Things to Share With My Child’s Sharing About Your Family at On the Same Page: Consistent School (PH) School (PH) Co-Parenting (PH) Spanish Things to Share With My Spanish Sharing About Your Family En sintonía: co-crianza constante Child’s School at School Building New Parenting 5HÀHFWLRQVRQ0\2ZQ6FKRRO Sibling Relationships Relationships (PH) Experiences (PH) The Joys and Challenges of Spanish Building New Parenting 6SDQLVK5HÀHFWLRQVRQ0\2ZQ Siblings (PH) Relationships School Experiences Spanish The Joys and Challenges Adoption and the Young Child Family Engagement Can Take On of Siblings Adoption and Your Child’s Many Forms That’s Not Fair! (PH) Development (PH) Ways to Be Involved in Your Child’s Spanish That’s Not Fair! Spanish Adoption and Your Young Education (PH) Responding to Sibling Disputes and Child’s Development Spanish Ways to Be Involved in Your Rivalry (PH) Talking About Adoption With Your Child’s Education Spanish Responding to Sibling Child (PH) Challenges to Family Engagement Disputes and Rivalry Spanish Talking About Adoption With Developing Positive Lines of Divorce and Young Children Your Child Communication With the School Adjusting to Separation and Seeing Double: Young Multiples How to Talk to Teachers (PH) Divorce (PH) Parenting Young Multiples (PH) Spanish How to Talk to Teachers Adaptación a la separación y al Spanish Parenting Young Multiples When Your Child’s Teacher Deosn’t divorcio Your Multiples Are Starting School (PH) Speak Your Language (PH) Strengthening Parent-Child Bonds Spanish Your Multiples Are Starting Spanish When Your Child’s Teacher After Separation or Divorce (PH) School Doesn’t Speak Your Language Spanish Strengthening Parent-Child Kinship Care Relationships With Family Bonds After Separation or Divorce Caring for a Young Relative (PH) and Friends Life in a Blended Family Spanish Caring for a Young Relative Families Today Our Blended Family (PH) You’re Raising Kids … Again (PH) Spanish Our Blended Family Spanish You’re Raising Kids ... Again © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 23 Kinship Care and School Enrollment Culture: Where it All Came From (PH) Forms and Additional (PH) Cultura: De dónde viene todo Materials Spanish Kinship Care and School Feelings in Our Family (PH) Formularios Enrollment Spanish Feelings in Our Family Legal Considerations for Kinship Forms Care (PH) Accepting Reality: Who’s In Milestones by School Readiness Charge? (PH) Spanish Legal Considerations for Domain Kinship Care Spanish Accepting Reality: Who’s in Spanish Milestones by School Charge? Teaching Values: Helping Parents Readiness Domain Foster Their Child’s Character Values We Want to Teach (PH) Milestones by Age Development Spanish Values We Want to Teach Spanish Milestones by Age Knowing What’s Right: Character Families and Communities Activity Page Template Development (PH) Communities and Schools Hoja de actividades Spanish Knowing What’s Right: Recreation and Enrichment Character Development Activity Page Tracking Tool Family Opportunities for Recreation Teaching Your Children Values (PH) Guidance for Using the Activity Page Free Time Pays Off (PH) Tracking Tool Spanish Teaching Your Children Values Spanish Free Time Pays Off Developmental Topics Tracking Tool Our Family’s Values and Beliefs (PH) Using the Public Library (PH) Spanish Our Family’s Values and Spanish Using the Public Library Beliefs Why Families Need to Celebrate 5HÀHFWLQJRQ2XU)DPLO\¶V9DOXHV Fun Through Family Celebrations (PH) and Beliefs (PH) Spanish Fun Through Family 6SDQLVK5HÀHFWLQJRQ2XU)DPLO\¶V Celebrations Values and Beliefs Family Culture © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Table of Contents | 24 PARENT handout 4 to 5 Years: What’s Special About This Age? These are things your child will be doing soon in all four domains; language, intellectual, social-emotional and motor. With your help, he can learn these skills more quickly.

Look for your child to: What is happening and how you can help: What I saw:

Learn a song and do the > Adding movements to songs helps your child listen and remember. actions that go with the words. Make up your own words to songs with her. > Ask your child interesting questions that begin with what, how Use six to eight words in a sentence. and why. This gives her practice describing objects, events and relationships.

Know her own name when > Put her name on many things – her books, her artwork and even the Language she sees it printed. refrigerator with magnetic letters.

> Scribbling and making letter-like shapes are early writing skills too. Print some letters. Encourage your child to practice, maybe using the letters of her name.

Count 10 objects out loud. > Ask your child to give you 10 objects, such as blocks or chips.

> Your child understands the concept of time related to what she’s Connect time with her daily routines. doing, not by looking at a clock. Give her the idea of what to expect at different times of the day. > Your child can look at objects and tell what is different or the same.

Cognitive Sort objects into groups. She might not sort them the same way you would, so ask her about her decisions.

Go back to what she was > Your child’s attention and memory skills are stronger at this age. She doing after an interruption. has the ability to focus longer and more closely. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Child Development | 67 PARENT handout

Look for your child to: What is happening and how you can help: What I saw: > Your child understands that sometimes what she wants to do and Do what adults ask most of the time. what you want her to do are different. Give her time to do what you ask and thank her afterward. Notice differences and > Hair and skin color are two obvious examples of your child’s growing similarities between self-concept and awareness. Answer her questions about differences herself and others. patiently and honestly.

Choose to play with > Your child is aware when others like the same things she does. children who have something in common Spend some time near your child and her friends so you are aware of with her. their interests. Social-emotional > As she gains more ability to regulate her emotion and behavior, Can calm down again after a disappointment. your child will need less help from you to calm down. But she still welcomes your comforting presence too! > Your child’s movements progress in patterns. Play games like Simon Balance on one foot for 10 seconds. Says and Follow the Leader. Include moves that challenge your child to try new skills.

Run and pivot to change > Your child used to slow down or make wide turns while she was directions without stopping. running. Notice how much smoother her movements are getting! > This activity takes hand-eye coordination and timing. Cook with your Motor Pour liquid or sand into a child. She can help pour ingredients. small cup without spilling. > Give her cups and containers to play with in the bathtub.

Cut out simple pictures > Her hands are getting stronger, which gives her more control over following a general outline. scissors. Offer her different textures to cut. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Child Development | 68 PARENT EDUCATOR ÈHVRXUFH Early Reading Preschoolers and kindergarteners generally show an interest in reading if they have had early experiences with books and stories. An interest and understanding of how books work, as well as an awareness of print and sounds, are key indicators of a child’s readiness for success in school.

“I will read my book to you,” says story. She knows that you must hold page just as she sees her parents do 4-year-old Sarah, as she climbs into a book upright, begin at the front, and because she knows that the symbols her mother’s lap. Is Sarah a child turn the pages one-by-one, and that the mean something. prodigy? No, she is not yet reading in pictures tell something about the story. Sarah is not a reader yet, but her the conventional sense, but she already She has observed her parents enjoying emerging literacy skills indicate she is holds a view of herself as a reader. She reading themselves. When she “reads” already well on the way to successfully possesses a love for books and a good her book, she points to the words on the mastering reading.

Parent handouts Activity pages Related topics Ready for Reading (or Not) Act It Out Child Development Developmental Stages of Reading Book Nook Cognitive Development Learning Letters Let’s Make a Book Developmental Concerns Environmental Print in the Kitchen Rhyme Time Motor Development Rhyme Time: Playing With the Sounds Parent-Child Interaction of Language Parenting Behaviors Rhymes and Songs Play No-Cook Play Dough Recipe Social-Emotional Development Books in Your Home Recreation and Enrichment

Home Child Development Parenting Behaviors Family Well-Being Development-Centered Parent-Child Interaction Forms Hubs Parenting © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga Center, National Teachers as © 2014, Parents

ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Child Development Section – Parent – Language Educator Development Resource | 163 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È language or dialect. By the time a and conventions of the child’s native grammar begins to conform to the rules age. Vocabulary expands rapidly and greatly increases from 3 to 5 years of meaningful way. Fluency in oral language order to be able to read and write in a and the conventions of grammar in hear, speak and understand words language development WKHVSHHFKWKDW¿OOVLW observing their environment and hearing learn about language in all its forms by their favorite breakfast cereal. They big “C” on a bright yellow box indicates of a sign means “stop the car” and a surroundings by learning that the shape books. They observe print in their words, print, symbols, pictures and they are immersed in a world of spoken From the moment children are born, i d Emerging literacy and associate with emerging literacy. children begin demonstrating skills adults until the later preschool years that that started at birth. However, it is not progression of language development nvolves every domain of development. ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum Literacy develops directly from The emergence of early literacy Learning to read is part of the natural omains of development

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HVRXUFH even for a short period of time, language and toddlers cannot see or hear properly, process of acquiring literacy. If infants motor development moves from oral to written modes. and writing skills as communication listening skills that develop into reading part of encouraging strong speaking and interactions during this time are a critical of the child’s communications. Social develops and joke telling becomes part he desires. An awareness of humor to manipulate others into doing what used to obtain what the child wants or all social interactions. Words can be situations or to share information – relationships, to ask about unfamiliar written. A child may use language to form whether the communication is verbal or development social process, and what they read. Communication is a HQDEOHFKLOGUHQWR¿QGPHDQLQJLQ context for gaining experiences that throughout his life. special interests or new knowledge YRFDEXODU\ZLOOFRQWLQXHWRJURZWRUHÀHFW day-to-day conversation, although his uses most of the words necessary for he is making few grammar errors. He typically developing child enters school, Physical abilities and Social-emotional skills provide the forms its foundation, social-emotional greatly impact the JURVVDQG¿QH knowledge, which becomes the basis use new experiences to construct proceeds at a rapid rate as children and sentence construction. Learning sequencing, which is used in spelling “behind” enables them to understand as “before,” “after,” “in front of” or Understanding positional words such and word and sentence length. help them understand capitalization Learning to make comparisons in size necessary for reading and writing. learn concepts, they gain the tools foundation for learning to read and write. (color, length, weight and so on) lay the objects based on physical attributes the ability to talk about differences in based on actions and experience and capacity, the ability to predict outcomes New skills such as increased memory years contributes to emerging literacy. in the preschool and kindergarten development on track. children compensate and keep literacy early intervention is crucial to help write. When physical disabilities occur, a pencil in order to learn to read and follow print with their eyes and grasp need the physical ability to hold a book, can be compromised. Young children acquisition and eye-hand coordination As preschoolers and kindergarteners Much of Section – Parent Educator Resource | Child Development – Language Development | cognitive development

164 164 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È P written language, reading and writing. language, listening/receptive language, symbolic development, spoken/expressive o the meeting of language and cognitive symbol in place of something else – is is the same. the process of learning to read and write change from perspective to perspective, literacy. While terms may overlap or LGHQWL¿HGWKHFRPSRQHQWVRIHDUO\ school success. making these years important to later the preschool and kindergarten period, Most of those skills are gained during is ready to decode words or interpret text. skills must be mastered before the child pointing to letters in a book. But many phonetically sounding out words or l Components of early literacy comprehension. for learning new vocabulary and reading a 1. Symbolic development earning to read, they may imagine him f one such perspective. They include bility to use an object, thought, idea or ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum re-K Literacy Standards &RPSRQHQWVLGHQWL¿HGLQWKH Many theorists and educators have When parents think of their child Symbolic representation – the child’s

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HVRXUFH moving or responding appropriately to songs, inventing songs and lyrics and ideas through music, singing favorite Likewise, they represent feelings and and begin to create pictures on request. drawings, paintings and constructions; they create; can tell others about their label. They are intentional about what to more realistic pictures that they progress from undifferentiated drawings Preschoolers and kindergarteners ways to represent feelings or ideas. successful readers and writers. sophisticated pretend players become Symbolic Representation detail in the parent educator resource represent concepts, as explained in more to understand that letters and numbers Symbolic play helps children get ready involved in writing a story or a poem. ballerina or superhero are the same ones symbolic representation. scenarios of varying complexity involves objects and mental images to act out ZKLFKWR¿JKWLPDJLQDU\³EDGJX\V´XVLQJ 5-year-old who uses a box as a fort from ice cream from an empty dish to the the young 3-year-old who feeds his father children to engage in pretend play. From abilities. Symbolic representation allows h as demonstrated that children who are Art and building activities are also The skills needed to play roles such as . Research As explained in the parent educator l 3. Listening/receptive around them. for information and respond to the world needs and feelings, inform others, ask u b w 2. Spoken/expressive language express his excitement. when he is angry or jump up and down to example, a child may stamp his feet represent thoughts and feelings. For gestures and movements to appropriately Preschoolers and kindergarteners use able to imagine how that animal moves. pretend to be an animal, they need to be through children’s movements. If they calming down to soft music). music (e.g., marching to vigorous music, foundation of reading comprehension. spoken and read to them. This is the understand more of what they hear T resource for preschoolers and kindergarteners. anguage alking and Expressing se oral language to communicate their etter grammar at this age, they also rite is the next step in communication As we have seen, learning to read and Just as children use more words and Symbolic representation is also evident Section – Parent Educator Resource | Child Development – Language Development | Listening, Understanding, WKH\PXVW¿UVW 165 165 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È As children understand more, they will: three related elements. literacy. This can in turn be divided into and books, is a key piece of emerging ability to recognize and understand print s 4. Reading kills, including a child’s increasing > > > > > ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum a. a. ,WLVQRVXUSULVHWKDWVSHFL¿FUHDGLQJ c Become very engaged with the plot and a Respond with facial and body gestures t Engage in conversations because line. project their own feelings into the story a problem because they are able to them to get more out of books. the focus and patience which will allow o Wait and pay attention as another talks questions. person, asking and answering simple appropriately to the words of another u Laugh at the funny parts and become hey can understand and respond haracters of books. pset when a favorite character has nd make verbal comments on stories. r as a book is being read, developing themselves as readers. Children hold to read books, as well as viewing being able to handle and pretending This includes showing interest in, $SSOLFDWLRQRIHDUO\UHDGLQJVNLOOV Sample

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– b. b. Most preschoolers and Children can use pictures to Use of print kindergarteners can identify some they tell. and include these parts in the stories beginning, middle and end of a story They have an understanding of the LQÀHFWLRQDQGGLIIHUHQWYRLFHV role of different characters, using from memory. They may play the enable them to recreate the story wordless books, or picture books to read to peers. Rhyming books, memorized, sometimes volunteering pretend to read books they have anticipate the story line. They will house down”). huff and I’ll puff and I’ll blow your in on predictable parts or lines (“I’ll enjoy predictable stories and chime from top to bottom, left to right. They from front to back and scan the page books right side up, turn the pages attach meaning or are able to read. ,WLVRIWHQWKH¿UVWSULQWWRZKLFKWKH\ children meet in their environment. packaging and product logos that refers to the signs, advertisements, spoken words. Environmental print to recognize that print represents on meaning gradually. Children begin

c oncepts – Print takes Playfulness with language is an c. Section – Parent Educator Resource | to unfamiliar words. and apply the knowledge they have increasingly notice beginning sounds participate in rhyming games. They to create new words, and can can substitute one sound for another syllables of words they hear. They the sillier the better. They can clap with this skill love word games, Preschoolers and kindergarteners indicator of phonological awareness. and endings of words. remove and replace the beginnings rhyme words, count syllables and can notice similar-sounding words, phonological awareness when they of the words. They demonstrate of language, apart from the meaning ability to pay attention to the sounds a Development of phonological they see frequently. print or begin to recognize words they may recognize their name in preschool and kindergarten period, their favorite toys. Later in the familiar words (M for Mom) or from letters in their name or address, personal meaning for them – the letters are usually ones that have enter kindergarten. The particular alphabet letters by the time they Child Development – Language Development | wareness – This refers to children’s 166 166 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È an eagerness to experiment with writing Preschoolers and kindergarteners show area enhances learning in the other. F 5. Written language or most children, learning in one ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum Reading and writing go hand in hand. Children who have attained Phonemic awareness awareness in their child. will be unlikely to observe phonemic their preschool years, so parents level of literacy development during syllables. Few children reach this identifying, separating or clapping units, which is not the same as words into phonemes, or sound phonemic awareness can separate intended meaning from the text. to understand sound units to gain the meaning of the word. A reader needs form “cot”) completely changes the one phoneme (the /w/ to a /t/ to /c/, /o/ and /w/. A change in just “cow” is made of the phonemes in meaning. For example, the word or phonemes, that make a difference made up of a sequence of sounds, is the understanding that words are of language, phonemic awareness general understanding of the sounds While phonological awareness is the level of phonological awareness.

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HVRXUFH S Your role as a parent educator written communication. their awareness of the conventions of into their pretend play, demonstrating them. Children may incorporate writing letters or words they have seen around may include some letters. They may copy and kindergarten years, their scribbling drawing or writing. In the later preschool They can tell others the meaning of their and they differentiate between the two. their scribbles to be drawing or writing, lists or sending messages. They intend adults write for a reason, such as making control. FKLOGUHQDVWKH\EHJLQWRJDLQ¿QHPRWRU markers and play dough tools all interest paint, brushes, markers, chalk, dry erase tools and materials. Pencils, pens, paper, for both parent and child, the positive parent-child shared book reading is fun example, research has shown that while may be broader than they realize. For and write in elementary school, but it the foundation for learning to read an important role to play in building road to literacy. And parents do have give their child the best start down the success, and they are motivated to UR¿FLHQF\DVLQVWUXPHQWDOWRDFDGHPLF Most parents see reading and writing They also begin to understand that a of activities. support all day long, through many types emerging literacy as something they relationship. related to the quality of the parent-child found emergent literacy skills to be One study (Kassow, 2006) has even for multiple areas of development. between them have consequences social-emotional interactions that occur Research has shown that children need how to actually read what is on the page. books work, what print is and eventually standards: symbolic development, how development across almost all of the daily basis Reading aloud to their child on Increase parents’ understanding of For more information Parent guides, activities and Resources and activity Literacy resources and videos for Section – Parent Educator Resource | > > > readiness. o www.scholastic.com/parents s www2.ed.gov/parents e www.readingrockets.org Child Development – Language Development | uggestions for parents. nline games related to reading ducators and parents. – This alone supports 167 167 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È s ask him to predict events in the plot. encourage him to form an opinion and relate the story to his own experiences, ask questions that cause their child to C resource reading strategies in the parent educator their reading skills. literacy programs if they need to improve parents. Connect them to adult or family materials, such as reading a new article occasionally read aloud from adult to see them enjoying reading, and should make a point to let their child f educator resource For more information, refer to the parent supply of new and interesting books. visiting the library frequently assures a range. are available for children in this age introduced. Beautifully illustrated books more complicated story lines can be period, longer books with more print and During the preschool and kindergarten adults read and hearing print read. thousands of experiences watching or Recreation hould stop reading from time to time and ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum onversation B Modeling a love for reading Become familiar with the dialogic Getting the child a library card and e sensitive to the reading level of the Sharing Books Through . For example, parents . SampleFamily Opportunities

– Adults HVRXUFH alphabet song does not mean their child parents realize that being able to sing the and to environmental print individual sounds in words. sound substitutions and clapping and middle sounds in words, making awareness, such as listening for ending complicated work with phonemic syllable. keep when you start clapping every the beat; there are just more beats to with a song, they will know about keeping If they have had practice clapping along with nursery rhymes on every syllable. Children also have fun clapping along brain to hear the sounds in words. plays, poems and songs tune the child’s KLPZLWKUK\PLQJZRUGV5K\PHV¿QJHU phonological awareness by surrounding songs in groups. coming together to read to themselves or and put away, and everyone in the family before bed, with all technology turned off sharing. This can be done each night such as regular time for quiet book also cultivate traditions around reading, brochure for a family trip. Families can to another adult or reading a travel Exposing their child to the alphabet School-age children will do more Playing rhyming games and singing – This increase the child’s – Most NLQGHUJDUWHQRU¿UVWJUDGH$VORQJDVWKH preschool period, and most often not until sounds to letters until very late in the letters. Children do not typically connect discourage preschoolers from learning VXFKDVÀDVKFDUGVRUOHWWHUGULOOVPD\ certain letters. Rote teaching methods or caregivers to show them how to print in writing letters and ask their parents children. until early elementary school for some ¿QHPRWRUVNLOOV7KLVPD\QRWRFFXU achieved the necessary cognitive and grasp of letter shape and name and has SULQWLQJEHIRUHWKHFKLOGKDVD¿UP and not demand letter recognition or letters to the child’s experience. on signs or written material can connect learning those letters. Pointing out letters or space with his name can facilitate letter. Labeling the child’s possessions IDPLO\PHPEHUV¿UVWHVSHFLDOO\WKH¿UVW letters of their name or the name of other through hands-on experience. letters like they learn everything else, and kindergarten years, but they learn alphabetic principle during the preschool do develop a beginning knowledge of the can recognize or name letters. Children Some children may be very interested Parents should follow the child’s lead Children most often recognize the Section – Parent Educator Resource | Child Development – Language Development | 168 168 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È 2008). Treiman, Pennington, Shriberg & Boada, and writing (Bowman & Treiman, 2004; names helps them later with reading and the way it looks. And learning these McDonald’s, both in the way it sounds e.g., Michael starts the same as of a word they see in the environment, ¿UVWOHWWHULQWKHLUQDPHZLWKWKH¿UVWOHWWHU he or she has been given a good start. the road to knowing letters using a word, 4-year-olds! If a child can get started on alphabet. And that’s enough for 3- and them much more readily than the whole own names, and therefore they learn to have an interest in the letters in their Preschoolers and kindergarteners tend important part of emerging literacy. capacity, exploring the alphabet is an p parents keep the activity fun and do not ush their child past his developmental ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum Many children also enjoy matching the What about teaching letter names? them have realistic expectations based on child development during thisperiod. them haverealistic expectations basedon childdevelopment during kindergartener toachieve those. Help in early elementary grades andbe anxious fortheirpreschooler or Sample are likelytoremember experiences When parents rememberlearning toreadandwrite themselves,they

HVRXUFH cannot learn to read or write it. If you don’t know what a word means you symbolic activities of reading and writing. exploration in order to advance to the FKLOGUHQQHHG¿UVWKDQGH[SHULHQFHDQG for comprehending what is read. Young basis for learning to read new words and together. Rich experience forms the new experiences and talk about them wider community. Parents can provide the child begins to participate in the kindergarten years are a time when vocabulary writing letters or words yet. his marks to be writing, even if he is not acknowledge when the child declares any paper and pencil activity and sidewalks with chalk. Encourage surfaces, such as chalkboards or opportunities to write on different easily available and give their child paper, pencils, markers and crayons child’s everyday experience Helping their child increase his 0DNLQJZULWLQJDSDUWRIWKH – The preschool and – Have development. way parents can foster vocabulary this?” or “why” questions is another seemingly endless stream of “what’s relationship with stories and books. important for an interesting and enjoyable symbolic awareness and narrative, all pretend play, art and movement develops feelings, thoughts and creativity in Continued opportunities to express Encouraging pretend play and art Patiently answering a young child’s visit Strengthening Families To learn more about the of child abuse and neglect. protective factors in the prevention parenting and child development are of children and knowledge of Social and emotional competence but also strengthen parenting. social and emotional development child not only facilitate children’s on how to foster these skills in their and provide suggestions to them understand emerging literacy skills Programs that help parents Strengthening Families Section – Parent Educator Resource | Child Development – Language Development |

www.strengtheningfamilies.net ™ initiative, ™ . – 169 169 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.orga PARENT EDUCATOR È Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Justice, L., & Pullen, P. (2003). Promising interventions for Hart, B., & Risley, T. R. (1995). Glazer, S. M. & Burke, E. M. (1994). Burns, M. S. & Snow, C. E. (Eds.). (1999). West, E., Denton, K., & Germino-Hausken, E. (2000). Kassow, D. (2006). Parent-child shared book reading: Quality Treiman, R., Pennington, B. F., Shriberg, L. D., & Boada, R. Treiman, R. (2006). Knowledge about letters as a foundation Snow, C. E., Tabors, P. O., & Dickinson, D. K. (2001). Language Snow, C. E. (1998). Machado, J. (2012). Owocki, G. (2001). Neuman, S. B., Copple, C., & Bredekamp, S. (1999). Learning Missouri DepartmentofElementaryandSecondaryEducation. Berk, L. E. (2013). References ParentsFoundational as 2Curriculum: 3 TeachersYears Through Kindergarten Cornerstone Curriculum early literacy. Theory into Practice, 43 River, NJ: Pearson. 23 approaches. promoting emergent literacy skills: Three evidence-based Paul H. Brookes. everyday experiences of young American children. DC: National Academy Press. guide to promoting children’s reading success. Educational Statistics. kindergarteners. cognition.2007.06.006. and young children. versus quantity of reading interactions between parents letter sounds?  :KLFKFKLOGUHQEHQH¿WIURPOHWWHUQDPHVLQOHDUQLQJ NJ: Erlbaum. Handbook of orthography and literacy for reading and spelling. In R. M. Joshi & P. G. Aaron (Eds.), Brookes. learning at home and school Tabors (Eds.), development in the preschool years. In D. K. Dickinson & P. O. children. Heinemann. Emerging literacy. parentchsharedbktalaris.pdf. Retrieved March 29, 2014, from www.earlylit.net/resources/ 30-46. young children [Position statement]. to read and write: Developmentally appropriate practices for Standards/index.htm. March 24,2014,fromhttp://dese.mo.gov/eel/el/PreK_ (2009). Missouripreschoolliteracystandards. (3), 99-113. doi: 10.1177/02711214030230030101. Washington, DC: National Academy Press. Boston, MA: Allyn and Bacon. Topics in Early Childhood Special Education, Beginning literacy with language: Young children Cognition, 106 C Washington, DC: National Center for Make way for literacy. 3UHYHQWLQJUHDGLQJGLI¿FXOWLHVLQ\RXQJ (10th ed.). Stamford, CT: Cengage Learning. hild development Early childhood experiences in language arts: Talaris Research Institute, 1 (4), 295-303. (pp 1-25). Baltimore: Paul H. Meaningful differences in the (3), 1322-1338. doi: 10.1016/j. An integrated approach to (9th ed.). Upper Saddle Young Children, 53 (pp. 581-599). Mahwah, Portsmouth, NH: Sample Starting out right: A

Washington, Retrieved (1), 1-9. HVRXUFH Baltimore: America’s (4), Section – Parent Educator Resource | Child Development – Language Development | 170 170 PARENT handout Developmental Stages of Reading Most children start reading by themselves between the ages of 6 and 8. But your child is already going through the developmental process of becoming a reader during the preschool and kindergarten years.

Many of the skills that are a part of > Commenting on characters in books. By age 6, children’s reading skills the true reading process emerge during > Looking at a picture in a book and include: this time. You may notice some of these realizing it is a symbol for a real > Recognizing many letters of the stages of emerging reading in your object. alphabet. child: > Listening to stories. > Knowing the sounds that letters > She holds a book upright and turns > Asking adults to read or write things make. pages one page at a time, beginning for her. > Identifying beginning and ending at the front. > %HJLQQLQJWRQRWLFHVSHFL¿FSULQWOLNH sounds of some words. > She enjoys being read to and often letters in names. > Counting out syllables of words (with asks you to read to her. help). > By age 5, children’s skills have She requests favorite books over > Memorizing favorite books. and over. reached a new level: > Using the pictures to “read” new > Understanding that alphabet letters books. By age 3 or 4, many preschoolers are a special category of visual have accomplished a number of skills graphics and that letters have > Saying favorite rhymes and related to reading: individual names. ¿QJHUSOD\VRUVLQJLQJVRQJVIURP memory. > Recognizing books by the cover. > Recognizing print in the world around > Pretending to read books. them. > Understanding that books are > Knowing that print is being read in handled in certain ways. stories (not the pictures). > Enjoying a book-sharing routine with > Recognizing their own names in parents or caregivers. print. > Labeling objects in books.

Books in various electronic forms are becoming more popular. It’s fun to play with devices that “read” books, but they can’t replace the experience of sharing a book with a real person. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Child Development – Language Development | 173 PARENT handout

Supporting early reading skills To help your child stay motivated to learn to read, you can: > 5HDGWR\RXUFKLOG Exposure > :RQGHUDORXG Stop and ask what to books and other forms of she thinks will happen next or have print helps develop your child’s her make up an ending. (But be vocabulary and sense of story sure to take your cue from your structure. child; sometimes she just wants to hear the story.) > /HW\RXUFKLOGVHH\RXUHDGLQJ Often parents only read for fun > Encourage your child to become after their children are in bed. Your DFKDUDFWHULQDERRN Choose a child needs to see that reading is predictable new book or a favorite important to you personally. familiar book and let her “read” the character’s words. > &ROOHFWHQYLURQPHQWDOSULQW Help your child make a book of > Have relatives, siblings and words she sees around her. For IULHQGVUHDGWR\RXUFKLOG example, take photos of signs or Children enjoy sharing and labels and print them out. She can discussing books with a variety of “read” this book to you. people. > (QFRXUDJHPHPRU\UHDGLQJ > 5HDGDOONLQGVRIERRNV Praise your child’s efforts if she Wordless books encourage your pretends to read a favorite book child to make up their own stories. that she has memorized. She is 1RQ¿FWLRQERRNVVDWLVI\KHU not really reading yet, but she curiosity about topics that interest is doing a valuable prereading her. activity. > Pause and wait for your child to supply words in stories she NQRZVZHOO

Warm, nurturing relationships with Nurturing behaviors involve showing Nurturing happens when … responsive adults are necessary love and physical closeness, responding for many key areas of children’s to children’s behaviors and feelings and Parents demonstrate a loving, development, including empathy, making positive expressions toward trusting interaction that enhances their child’s social-emotional cooperation, self-regulation, cultural them. When children feel a sense of development, especially the socialization, language, communication, being seen and heard, they feel safe, attachment relationship. peer relationships and identity formation protected and valued by their parents. (Dunn, 1993, as cited in NAEYC, 2009).

Parent handouts Related topics Nurturing Your Child Attachment Raising a Risk-Taker Cognitive Development Health Language Development Relationships With Family and Friends Social-Emotional Development Transitions/Routines

Home Child Parenting Parent-Child Development-Centered Family Forms Hubs Development Behaviors Interaction Parenting Well-Being © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents

ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Parenting Section Behaviors – Title | 483 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È a Boyce & Innocenti, 2008). Sroufe et al., 1990, as cited in Roggman, MacDonald, 1992, Petrill et al., 2004, and Dodici et al., 2003, Estrada et al., 1987, as cited in Comfort & Gordon, 2013; et al., 2004, and Child Trends, 2004, problems (Carton & Carton, 1998, Caspi have fewer psychological and behavioral school, have higher self-esteem and aggressive, show greater readiness for by nurturing parents tend to be less Research shows that children reared advocate for their needs when necessary. acknowledge their friendships and make time to support their interests, emotional development (Pianta, 1999). achievement, social competence and promote children’s learning, academic child relationships have been shown to rewarding. For example, positive teacher- expect that future relationships will be see the world in a positive way and to assurance of nurturing parents. new relationships is built by the consistent &KLOGUHQ¶VFRQ¿GHQFHWRH[SORUHWKHVH family enrich children’s social network. Ongoing trusting relationships outside the and adults independent of their parents. skill of seeking interactions with peers re further nurtured when their parents ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum At this age, children are learning the Preschoolers and kindergarteners Nurturing responses help children Sample

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whether it’s a smile, a nod, clapping, a FRQ¿GHQFH is a powerful tool for building a child’s self- child to talk about what she is doing. This accomplishment or effort encourages the exploration. Asking questions about the child for continued persistence and attention on the task and freeing their WKHLUFKLOGGRLQJWKXV¿[LQJWKHLUFKLOG¶V their observations about what they see and descriptive. Parents should share effective when they are nonjudgmental clothes. from writing their names to putting on their frustration while mastering new skills – determination and ability to overcome need this acknowledgement for their approaching a new task. Children persistence on a task or interest in Celebration of effort nurtures children’s explore and focus on the task at hand. a child’s enthusiasm, eagerness to learning moments in hopes of fueling accomplishments is to acknowledge the end result. The purpose of celebrating tackling a challenging task – regardless of n and efforts Celebrates accomplishments otice the persistence they put forth in Body language can also be powerful, Celebration and praise are most &KLOGUHQEHQH¿WIURPSDUHQWVZKR t Uses a warm tone awe and pride. gratitude, interest, hope, amusement, acknowledge positive emotions like joy, child’s feeling of intrinsic motivation and of enthusiasm, parents can support their about their child’s learning. are attentive, interested and enthusiastic nonverbal messages show that parents KLJK¿YHRUDSDWRQWKHEDFN7KHVH verbal (words only) and 38 percent vocal impact of a message is about 7 percent language in the 1950s, found that the total Mehrabian, a pioneer researcher of body than the words parents use. In fact, Albert emphasis there is on his voice. speaks, on the other hand, the more able to pay attention. The lower a person louder they speak, the less students are management courses that the louder and words. Teachers learn in their classroom a teaching tool far more powerful than variations are used, the voice becomes nurture a sense of safety. When these calm voice during a chaotic moment can voice can indicate danger; a quieter, WRROVRIFRPPXQLFDWLRQ$VWURQJ¿UP heir voices are tremendously powerful Parents’ tones and the ways they use %\FDUHIXOO\UHÀHFWLQJWKHLUFKLOG¶VOHYHO However, there is more to nurturing Section – Parent Educator Resource | Parenting Behaviors | 484 484 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum capacity to: desire to learn. They have a limited in other words, they have a strong toward kindergarteners seem predisposed Fortunately, most preschoolers and motivation in the future. has tremendous impact on their drives their successes and failures with others. So, what children think sports, music and even relationships subjects this includes “achieving” in Beyond schoolwork and academic noticeable, measurable standard. because there is some kind of either success or failure is possible situations,” we mean anything where When we talk about “achievement motivated they are to do it. people choose to do next and how different consequences for what Each of these explanations has talented enough? a different strategy? Or am I just not Did I not try hard enough? Do I need things happened the way they did. constantly trying to understand why Like adults, young children are Our beliefsfuelourmotivation > > w Distinguish among their strengths and L Recognize that their ability is not Q¿QLWHO\DGDSWDEOH eaknesses. achievement motivation

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and struggles. Indeed, research and struggles. Indeed, research be lessable tolearnfromfailures may alsoavoid challengesand Unfortunately, thatmeansthey praise islikely. in whichsuccessisassured and they willtendtoseek out situations entities thataren’tchangeable. Thus, SURZHVVDUWLVWLFVNLOO DV¿[HG (e.g., academicsmarts, athletic words, theytendtothink ofabilities Cain &Dweck,1995). Inother situations (Smiley&Dweck, 1994; theorists aboutachievement SDWWHUQRIEHLQJ³HQWLW\´RU³¿[HG´ already fallintoalesshealthy as preschool,somechildrencan Research indicatesthatasearly tasks. GLPLQLVKHGVHOIFRQ¿GHQFHWRRWKHU performance andgeneralizetheir feeling “verysad”abouttheir experience offailure. They express as 4appearhighlyimpairedbythe However, somechildrenasyoung time! know theyaregettingbetterallthe and seetheimprovement. They current abilitieswithpast because theycancomparetheir 3UHVFKRROHUVDUHRIWHQVHOIFRQ¿GHQW > t Use social comparisons to judge realistically. heir own skills and competencies Communicating to the parent educator resource with them, they may tune out. Refer adults are talking at them instead of to test or teach them. If they feel information with children rather than be to communicate and exchange explore. The primary goal should their inborn desire to learn and children as they play can support The questions parents ask young effective strategies. and information and demonstrating encouragement, offering suggestions motivate their children through directive comments. Parents can at mastery, as do criticism and adult behavior discourages attempts For most young children, intrusive situations. children to push through challenging attentiveness to feedback allows the power of one’s own effort and or mastery orientation. Seeing developing a more incremental very open for encouraging and But at this age, the window is still 2006). that they won’t improve (e.g., Dweck, failure, in turn increasing the chances attention during feedback after a that entity theorists tend to pay less with mucholderchildrenshows Section – Parent Educator Resource | Parenting Behaviors | for more information. 485 485 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È what’s important. the intent for closeness and connection is expressions or verbal expressions, but closeness, others more positive facial (Gordon, 2013). when they practice showing affection others – and children gain both of these self-knowledge as well as sensitivity to example, social responsiveness requires interactions with peers and adults. For skills which lay the foundation for later child experiences, children learn social for a lifetime. Through affectionate parent- and contributes to a positive relationship Shows affection of tone of voice can engage children. more alert and aware. Thus, strategic use of enthusiasm will help the child become able to express himself. An animated tone tone of voice will help a child feel safe and message sent to a child. UHFHLYHG¿UVWDQGZLOORIWHQWUXPSDYHUEDO 2006). Nonverbal communication is (Mehrabian, 1972; Pease & Pease, other sounds) and 55 percent nonverbal LQFOXGLQJWRQHRIYRLFHLQÀHFWLRQDQG w ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum ith a sense of being loved and valued Affectionate behavior provides a child Expressing affection through physical Some relationships use more physical Maintaining a calm, soothing and soft Sample

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affection during a challenging learning reactions) of their brains. Calming within the limbic region (seat of emotional GLVWUHVVWKHLUQHXUDOSDWKZD\VDUH¿ULQJ safe (Carlson, 2006). making them feel valued, nurtured and ingredients for a healthy sense of self – are in distress gives them the essential away. Caring for children when they they need a responsive adult right they are hurt physically or emotionally, & Innocenti, 2008). “special time” with him (Roggman, Boyce or by a willingness to spend regular statements about their child or his actions affection can be expressed by positive of expressing affection. For instance, promote attachment. hormone), which help reduce stress and hormones such as oxytocin (the cuddle all the systems of the body and releases senses” (1998, p. 95). Touch stimulates attachment. Touch is the mother of all “touching is the bedrock of a nurturing Psychologist Daniel Stern maintains that is a common ingredient in many of these. sits, shared laughter and snuggles. Touch hugs, caresses, kisses, back rubs, lap behaviors includes eye contact, smiles, When children experience feelings of Young children live in the moment; when Some parents use less obvious ways someone says that to me.” are upset” or “It hurts my feelings when understanding are “I can see that you statements that can be used to indicate & DeClaire, 1997). Examples of well-being and are healthier (Gottman have enhanced social and emotional emotions get better grades in school, parents understand and support their p Accepts the child’s emotions exercising their executive function skills. problem solving and self-regulation, thus experience brings their attention toward emotions, parents can: different emotions (Smith, 2013). can respond to the same situation with olds can understand that different people an effect on how they feel. Four-year- understand that others’ experiences have of an experience. Three-year-olds can motivate learning and heighten the impact reschoolers and kindergarteners. They > > > Research indicates that children whose Emotions provide powerful energy for To help children feel acceptance of their Acknowledge the child’s emotions and Use their voice, face and emotions to Repeat back the words or the message s h t heir child is trying to communicate. ignal sincere understanding. elp the child label how he is feeling. Section – Parent Educator Resource | Parenting Behaviors | 486 486 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È p. 145). Baylin call this “stayingparental” (2012, emotions. Daniel HughesandJonathan and opento acceptingtheirchild’s feelings. This leaves themapproachable to understandandregulate theirown FDUHJLYLQJHPRWLRQVLIWKH\¿UVWOHDUQ GLI¿FXOWIRUSDUHQWV accepting achild’s negativefeelings feelings, sharingpositive feelingsor emotional healthcan make expressing Past experiences,temperament and in bothpositiveandnegativeways. can affect parent-childinteractions Hartzell, 2003). such asdisappointmentorfear(Siegel& negative oruncomfortablesensations parents canempathizewithandcomfort them withtheirchildren.Likewise, HQWKXVLDVWLFDOO\UHÀHFWDQGVWUHQJWKHQ can sharetheseemotionalstatesand of joyatanaccomplishment,parents positive sensationssuchasmoments responses.) Whenchildrenexpress mo educator resource of hiscues.(Refertotheparent parents’ responsiveinterpretation of expressinghisemotionsinforms ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum Awareness oftheirchild’s unique ways Parents willgofarther innavigating The contagiousnatureofemotions re informationaboutcuesand

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Would you liketosee howIdo it?” like, “Ihadn’t thoughttodoitthat way. approach children bysayingsomething not tooffer asuggestion, theycan VLWXDWLRQVZKHUHSDUHQWV¿QGLWGLI¿FXOW make itwork” (DiProperzio,2010). In to dothatpartagainand seeifwecan it thatway,” parentscansay, “Let’s try Instead ofsaying,“Itold younottodo opportunities tolearn somethingnew. failures, parentscanrespond tothemas esteem anddeterfuture efforts. perfection candamage children’s self- really notthegoal.Infact,aquestfor view mistakesatthisage.Perfectionis because thisishowchildrenthemselves to learnratherthanasafailure– parents treatmistakesasopportunities of humorwhenmistakeshappen. by reactingcalmlyorevenwithasense help theirchildrenunderstandthisvalue mistakes areapartoflife.Parentscan example, butchildrenneedtoknowthat over childrenrepeatedlyspillingmilk,for It’s normalforparentstogetfrustrated end upblamingothersfortheirproblems. mi mistakes withoutcriticism Allows thechildtomake Instead ofpointingout mistakesas Children feelencouragedwhentheir Children whoseparentsoverreactto stakes tendtoavoidtakingrisksand stress arrests theirlearning. they reach thepointwherefrustration or parents remain nearby, readytostepinif own choices duringeverydaytasks while to practicetheseskills bymakingtheir family systemisanincubator forchildren developed whenchildren usethem. A and emotionalregulation arebest distress tolerance,internal motivation in thefuture”(Tough, 2012,para. 4). beliefs intheabilityto copesuccessfully mastery overpastadversity[and]foster support networks,createasenseof effective coping skills, help engage social researchers hypothesized,“couldteach 2013). Overcomingthoseobstacles,the (Seery, Leo,Lupien,Kondrak& Almonte, IHZVLJQL¿FDQWVHWEDFNVLQFKLOGKRRG than thosewhohadexperienceda DFWXDOO\OHVVKDSS\DQGFRQ¿GHQW little ornoadversitygrowingupwere found thatadultswhohadexperienced of buildingcharacter. Researchershave the experience. and encouragetheirchildtolearnfrom away fromapotentialpowerstruggle years. Itisimportantforparentstostep fraught withmistakesovertheirmany Adults havelearnedfromexperiences Adults Internal skillssuchas problemsolving, Failure andadversityarecriticalparts Section – Parent Educator Resource | Parenting Behaviors | 487 487 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È Consoling youngchildren includes: goals. struggles areanatural partofreaching consolation assiststheminlearningthat push throughthediscomfort.Parental followed byreassuranceastheirchildren acknowledgement oftheirfrustration, moments, childrenrelyontheirparent’s feel temptedtogiveup.Duringthese children canexpressagitationandmay and disappointment. control canalsocontributetofrustration awareness ofwhattheycanandcannot to them.However, theiradvancing have mastered. This feelsempowering experiences andenjoying tasksthey sp he isupset Consoles thechildwhen > > > > > ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum When masterytakesmanytries, Preschoolers andkindergarteners Guiding theminconversation about Offering physicalreassurance (hugsor Providing a comfortingspace. Listening to theirexpression. Being thereforthem as they feelings. w a e end theirdaysnegotiatingnew comforting lap). xperience negativeor positive hat helpsthemwhen they areupset. Sample

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t Anticipates thechild’s needs (Denham, 1997). more empathicandcooperative by teachersasmoreskilledwithpeers, their parentstobecomfortingwererated situations. The childrenwhoexpected would respondtotheminvarious preschoolers topredicthowtheirparents others indistress.Onestudyasked thus modelinghowtobehavetoward experiences withtimelyconsolation, on self-regulation tositstill. Exhaustion tire apreschooler whoisrelying heavily morning of sittinginawaitingroom can back toabasic need.Forinstance, a DQGGLI¿FXOWEHKDYLRUVFDQEHOLQNHG exercise andsafety. Manychallenging nutrition, shelter, clothing,health,sleep, is aproactiveskill. unique needs. thoseneeds Anticipating opportunities tounderstand theirchild’s in anddayoutgivesparents many personal style.Living withachildday o theworlddifferently, creatingtheir > > All childrenhavebasics needslike All Each personapproachesandreacts Parents cansoftenoverwhelming Helping themthinkaboutthesituation Focusing togetherontheconcern,fear i o n adifferent way. r harm. Anticipating theenergyittakesfor Anticipating understand theirchild’s temperament. behaviors for thechild’s age and they knowthetypical developmental for anticipatingchildren’s needs when explaining thistotheir child. meet it.Parentscanshow nurturingby a child’s need,theymaynot beableto will buildtheirchild’s skills. about theanticipationofothers’ needs,it include theirchildinaconversation preschoolers canlearn.Whenparents needs. lot ofinformationbytalkingabouttheir and kindergartenersareabletosharea many adults.Fortunately, preschoolers DQGIHHOLQJOLNHFKLOGUHQLVGLI¿FXOWIRU the mosteffective response.Butthinking child’s perspectivehelpsparentschoose while theywait. interesting hands-onactivitiestouse control, parentscanpreparebybringing preschoolers tomaintaintheirself- and boredomcanleadtomisbehavior. Overall, parentsarebest equipped Even thoughparents may anticipate Perspective takingisalsoaskill 5HÀHFWLQJRQDVLWXDWLRQIURPWKHLU Section – Parent Educator Resource | Parenting Behaviors | 488 488 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org E beginning to learn. Although appropriate a life skill that children at this age are just resource buffer stress, refer to the parent educator how strong relationships with parents can self-control. For more information about struggle with concentration, memory and result in toxic stress and cause a child to these feelings are prolonged, they can aggression, confusion or futility. When challenging tasks may trigger feelings of these moments. Parents can be available to minimize moments may create feelings of isolation. where they may be alone. These relationships may experience moments and kindergarteners seeking new situations. For example, preschoolers to physical as well as emotional being present in the background. a hug, attending to an injury or simply expressed with holding a hand, giving take initiative and explore. This can be in their children to encourage them to SDUHQWVUHDVVXUHDQGLQVWLOOFRQ¿GHQFH n Provides a safe base PARENT EDUCATOR È ew to parents. But as a ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum ffects on Children M Fear of the unknown or stress from The safe base concept applies Keeping their children safe is not anaging one’s own sense of safety is Understanding Stress and Its .

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i risk-taking Encourages appropriate structure consistent,reliableroutines. provide asenseofsafetywhenthey order tolearn(Galinsky, 2010).Parents and predictablestructureintheirlives 2013). children safewillhelp(PBSParents, reassurance thattheywillkeeptheir LILWLVIDUDZD\RU¿FWLRQDO3DUHQWV¶ or seeimagesofascaryevent,even threatened whentheyoverhearnews hand, childrenmayfeelpersonally potentially dangerous.Ontheother need helpgaugingwhatsituationsare ULVNWDNLQJLVEHQH¿FLDOFKLOGUHQPD\ good risks (Davis &Eppler-Wolff, 2009). build the skillsthat helpchildren select encourage unguidedrisk-taking, butto prevent children fromtakingrisks orto the unknown. Parents’ roleisnot to 192). to taketherisk”(ascited inDru,2003,p. of aman’s life,thegreatestdangerisnot .LHUNHJDDUGVDLG³'XULQJWKH¿UVWSHULRG students. Danishphilosopher Soren classroom tomeetteachers and IRUWKH¿UVWWLPHRUHQWHULQJDQHZ n life. Think ofchildrenridingabicycle Risks –goodorbadareinevitable Young childrenneedunderstandable Risk-taking meansjumpinginto children are not exposed to situations completely, but rather making sure role is not eliminating or reducing risk possible. Put another way, parents’ as necessary rather than as safe as experiences and environments as safe identify where their anxiety originates. on their own experiences, seeking to WKHLUIHHOLQJVRIDQ[LHW\E\UHÀHFWLQJEDFN chance to learn. Parents can mitigate setbacks are costing their children a prevent their children from experiencing discomfort or pain, but parents who natural to have anxiety about children’s sometimes overprotect them. It is disappointments. opportunities andtoreboundfromlife’s that equipthemtoembracelife’s risk-taking. Childrengainexperiences through thedevelopmentofthoughtful comes withexpressingone’s beliefs. to withstandthepotentialcriticismthat hold theirownperspectivesarelearning explore conventionalattitudesandwho respectfully disagreewithothers,who suffers. Childrenwhoareableto that riskbrings,children’s development risks isessential.Withoutthechallenge Raising childrentochoosepositive Parents can focus on making In an effort to protect children, parents In addition,initiativeisstrengthened Section – Parent Educator Resource | Parenting Behaviors | 489 489 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È appropriate risk-taking. Old rules may no failure. evaluate the likelihood of success or think through and weigh options and identify the problems and opportunities, children can be helped by parents who act even when the risk is small. These the same time, they may be hesitant to advantage toward taking smart risks; at cautious temperament may have an to temperament. Children with a more children. These variations are often due The degree of risk-taking varies in children in ways to approach risks. 2009). a course of action (Davis & Eppler-Wolff, emotional skills to know how to decide on risk and using their intellect and social- and identifying the challenge and the danger. They have experience weighing through potential safety concerns and prepares children to recognize and think failure and use their determination. space for them to persevere through responsibility for themselves, creating approach will allow children to take more Childhood & KaBoom, 2009). This o that might cause unacceptable levels f distress and misery (Alliance for ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum Sometimes testing limits is actually Parents also have a role in guiding Learning to take smart risks early Sample

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p Your role as a parent educator also be a time of reevaluation. of frustration for parents, but it should become independent. This can be a time banana while they supervise. knife to spread mayonnaise or cut a They may decide to let him use a table way I could help him use a knife safely?” start thinking to themselves, “Is there a “No! Knives aren’t safe,” parents might old with knives multiple times and saying, would be safe to allow. to do now and what new responsibilities back and evaluate what their child is able observe testing of limits may want to step kindergartener’s new skills. Parents who longer be relevant for a preschooler or that nurturing may look different from parenting behavior, keeping in mind emotional development. nurturing to key areas of children’s social- seen during visits and help you connect conversations about parents’ actions not parental strengths. It can also prompt self-awareness and sharing of observation, facilitation of parents’ arenting behavior informs focused Your understanding of the nurturing Risk-taking helps young children )RUH[DPSOHDIWHU¿QGLQJWKHLU\HDU Explore parents’ perceptions of this Ask them to read what they have written parenting behaviors include: an area of growth. that they would like to develop initially as this time? Ask them to choose one quality they feel they give to their own children at Of these responses, which qualities do be many, or there may be few or none. list from their own parents? There may they feel they received anything on their they trust (they may choose you). Do aloud to themselves or someone who mother is …” or “A good father is …” completing the sentences “A good in advance, then write for several minutes to take time to think about their answers or parental experiences. have been shaped by their family culture and consider how their perceptions may throughout this parent educator resource perceptions with the descriptions found one parent to the next. Compare their > Other ways to promote nurturing For instance, consider asking parents Encourage parents to monitor their message depending on their tone. phrase can communicate a different response, or how speaking the same how tone of voice affects their child’s intend to send. Prompt them to notice t one to match the message they Section – Parent Educator Resource | Parenting Behaviors | 490 490 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È juggling many competing obligations may own mistakes (or to be afraid and avoid overcome. For children not to fear their child about challenges they have XVLQJSDUHQWLQJHQHUJ\HI¿FLHQWO\ and following routines can assist them in EHQH¿WIURPUHPLQGHUVWKDWHVWDEOLVKLQJ energy and focus. Parents who are > > > > ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum Active engagement with children takes Encourage parents to talk with their Discuss the nuances of “engagement.” Observe and comment on the ways Share with parents that their child Prepare parents for shared W behavior can be a powerful motivator. than taught.” Praise for the desired family’s values more from “being caught p l of nurturing. engaged with their child is itself a form by reinforcing that being actively o child’s skill development. in enjoyable activities that support their considering how they can best engage for children. Partner with parents in engagement that provides a safe base attentive bystander is a form of active be intrusive, while simply being an preschooler or kindergartener can earns social skills and internalizes the bservations of parent-child interaction arents express their love. hat might appear engaging with a Sample

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Wolff, 2009): good risk-taking include (Davis & Eppler- Four steps parents can implement toward behaviors that minimize taking poor risks. learning to take smart risks by facilitating acceptance by: Instead, parents can help their child feel “What you should have done is …” making a big deal out of nothing” or avoid conversation stoppers like “You’re their child might apply, it’s important to apply in their own lives. VSHFL¿FVWUDWHJLHVWKH\PLJKWEHDEOHWR in a healthy way and give their child challenges, they teach their child to think parents share how they have overcome their parents are OK with mistakes. When any chance of failure), they need to know > > > Parents can support children in However, when talking about strategies Encouraging their child to think up Soothing or comforting their child and 5HÀHFWLYHOLVWHQLQJ2QHZD\WRVLJQDO “What you should have done is …” to look at this situation …” instead of time. “I wonder if there is another way p feelings related to the situation. e trying to communicate. the words or message their child is s incere understanding is repeating back ossible solutions to choose from next xpressing an understanding of the learning view. to support their children in a healthier parenting skills, and in turn allow them effort/learning orientation to their own can allow them to move toward a more parents. Opening up this conversation achievements, including their abilities as KDYH³¿[HG´WKHRULHVDERXWWKHLURZQ to a growth perspective. Many adults It is never too late to open one’s eyes about their own achievement theory. 4. 3. 2. 1. F Evaluate one’s actionsafterwards. Think throughone’s actions. staying still. D Stay awareofthepotential dangers so Identify therisk–physical, emotional, inally, encourage parents to think Section – Parent Educator Resource | QGEHQH¿WVRIPRYLQJIRUZDUGRU cial, cognitiveoracombination. Parenting Behaviors | 491 491 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org PARENT EDUCATOR È Alliance forChildhood&KaBoom(Producers).(2012). Hughes, D.,&Baylin, J.(2012).Brain-basedparenting: The Gottman, J.,&DeClaire, J.(1997).Raisinganemotionally Gordon, P. (2013,Jun.10).Assessingparentingtodevelop Galinsky, E.(2010).Mindinthemaking:Thesevenessential life References Dweck, C.S.(2000).Self-theories:Theirroleinmotivation, Dru, (Ed.)(2003).ThesoulofKierkegaard:Selectionsfrom A. DiProperzio, L.(2010). Denham, S. (1997,March).“WhenIhaveabaddream, A. Denham, S. (1998).EmotionaldevelopmentA. inyoung Davis, S.,&Eppler-Wolff, N.(2009).Childrenwhosoar: A Cain, K.M.,&Dweck,C.S.(1995). The developmentof Dweck, C.S.(2006).Mindset:Thenewpsychologyof success. Dunn, J.(1993.)Young children’s closerelationships: Beyond Comfort, M.,&Gordon,P. (2013).KIPSbehaviorsindetail.In Carlson, F. M.(2006).Essentialtouch:Meetingtheneedsof ParentsFoundational as 2Curriculum: 3 YearsTeachers Through Kindergarten Cornerstone Curriculum personality anddevelopment. parent’s guidetohelping childrentakegoodrisks. W. W. Norton. neuroscience of caregiving forhealthyattachment. Schuster. intelligent child:The heartofparenting. Zest. Assessing-Parenting-to-Develop-Character-Grit-Self-Control- 27, 2013,fromhttp://comfortconsults.com/blog/bid/297262/ character: Grit,self-control&zest [Blogpost].RetrievedDec. skills everychildneeds. Press. New York: Ballantine. KLVMRXUQDOV independence/#page=6. preschoolers/development/social/teaching-toddler- Retrieved 2,2014,fromwww.parents.com/toddlers-April 301-319. International JournalofBehavioralDevelopment, 20 parental socialisationandemotionalcompetence. mommy holdsme”:Preschoolers’ conceptionsofemotions, children Teachers CollegePress. Retrieved fromhttp://ComfortConsults.com. of intelligence. children’s achievementmotivationpatternsandconceptions 2014, fromwww.youtube.com/watch?v=XRn1a82tdHM. EHQH¿WVRIULVNLQFKLOGUHQ¶VSOD\ attachment. NewburyPark,CA: Sage. Keys tointeractiveparentingscaleKIPSeLearningworkbook. Education of Young Children. young children. . New York: Guilford. Mineola,NY: Dover. Merrill-Palmer Quarterly, 41, Washington, DC:National Association forthe Teaching yourchildindependence. New York: Harper-Collins. Philadelphia:Psychology [Video]. Retrieved April, 3,

Sample New York: Simon& 25-52.

HVRXUFH New York: New York: (2), T he

Tough, P. (2012,Sept.5).Backtoschool: Whygritismore Stern, D.(1998).Diaryofababy:Whatyourchildsees, feels Smith, C. rolein (2013).Beyond“I’msorry”: A. The educator’s Smiley, P. A., &Dweck,C.S.(1994).Individual differences Mehrabian, (1972). A. 0DQJHOV-$%XWWHU¿HOG%/DPE-*RRG& 'ZHFN Siegel, D.,&Hartzell,M.(2003). Parenting fromtheinsideout. Shonkoff, J.P., &Phillips,D. (Eds.).(2000). F A. Seery, M.D.,Leo,R.J.,Lupien,S.P., Kondrak,C.L.,& Roggman, L. A., Boyce, L. K.,&Innocenti,M.S.(2008). Ritchie,S.(2002).A matteroftrust:Connectingteachers Pianta, R.C.(1999).Enhancingrelationships betweenchildren PBS Parents.(2013).Talking withkidsaboutnews: Pease, A., &Pease,B.(2006). NAEYC. (2009) shttp://ideas.time.com. important thangood grades. and experiences. 68(1), 76-82. preschoolers’ emergenceofconscience. 8624.1994.tb00845.x. Child Development, 65 in achievementmotivationgoals among youngchildren. New York: Penguin. 10.1093/scan/nsl013. Social Cognitiveand Affective Neuroscience,1 learning success? A socialcognitiveneurosciencemodel. &6  :K\GREHOLHIVDERXWLQWHOOLJHQFHLQÀXHQFH Almonte, J.L.(2013). An upsidetoadversity?Moderate practitioners. Aldine Transaction. Washington, DC: National Press. Academy to neighborhoods:Thescienceof earlychilddevelopment. Science, 24 responses inthefaceofcontrolledstressors. cumulative lifetimeadversityisassociatedwithresilient Developmental parenting: A guideforearlychildhood Teachers CollegePress. and learnersintheearlychildhoodclassroom. Association. and teachers. org/parents/talkingwithkids/news/agebyage_2.html. Preschoolers: 3-5 com/2006/09/24/books/chapters/0924-1st-peas.html. language. for theEducationof Young Children. 8 [Positionstatement].Washington, DC:National Association childhood programsservingchildrenfrombirththroughage RetrievedDec.27,2013,fromwww.nytimes. (7), 1181-1189. doi:10.1177/0956797612469210. Baltimore:PaulH.Brookes. Developmentally appropriate practice inearly Washington, DC: American Psychological New York: Perseus. . RetrievedDec.29,2013,fromwww.pbs. Nonverbal communication. (6), 1723-1743.doi:10.1111/j.1467- 7KHGH¿QLWLYHERRNRIERG\ Time. Retrievedfrom Young Children, Psychological rom neurons New York: (2), 75-86.doi: Rutgers, NJ: Section – Parent Educator Resource | Parenting Behaviors | 492 492 PARENT KDQGRXW Nurturing Your Child Your actions help your child get the most out of his day. A steady supply of playful interactions, hugs and encouraging statements helps your child see the world in a positive way.

Nurturing your child means that you: > Provide a safe base. Your child The risks and rewards of > Celebrate both results and efforts. explores more when he knows you failure *LYH\RXUFKLOGSRVLWLYHVSHFL¿F will be there when he returns. feedback when he keeps trying or > Encourage appropriate risk-taking. Your child is learning to explore searches for new ideas after running Taking on new tasks or trying new new things and try new tasks. He is into problems. experiences can feel scary to your motivated to see what will happen, > Use a warm tone of voice when you child, but he will be more willing to try even if he runs into problems. talk to and about your child. if you are there to support him. Sometimes he will be successful and > Show how much you love him. These behaviors help your child build ¿QLVKDWDVN2WKHUWLPHVKHZLOOPDNH mistakes. Make eye contact, give hugs, share loving, trusting relationships with you laughter, snuggle up and spend time and with others. At this age, children typically aren’t together. worried about mistakes. Your child’s > Accept your child’s emotions. Talk temperament and past experiences about what he’s feeling – happy, sad, play a role in this. But young children angry or fearful – and the reasons DUHRIWHQVHOIFRQ¿GHQWVLPSO\EHFDXVH why. Let him know everyone feels they can compare their current abilities that way sometimes. with the past and see how much they > Allow him to make mistakes without have improved. They know they are criticism. Perfection is not one of getting better all the time! your child’s goals! Children learn Your reaction to your child’s mistakes from correcting their own mistakes. is important. It helps shape his attitude > Comfort him when he’s upset. toward future challenges. When you Discuss what happened and help react calmly – or even with a sense him understand that he will be OK. of humor – you send a message that > Think ahead about your child’s mistakes are part of life. QHHGV6WD\ÀH[LEOH±KLVQHHGVPD\ change over time. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Parenting Behaviors | 493 PARENT KDQGRXW

When you help your child think up > Think about a challenge in your life. new ways to solve a problem, he stays What motivated you to push ahead? motivated to learn from his mistakes. This mindset will help him overcome REFLECTION Take time to think challenges and be more resilient later in life. about setbacks.

> What have you noticed about yourself when you make a mistake?

> What motivates your child when he faces a challenge?

> How does your child respond to mistakes? © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Parenting Behaviors | 494 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Foundational 2Curriculum: 3 Years Through Kindergarten > > > > > > > > > > What do we have? ACTIVITY lowercase. different in uppercase and Talk about how it looks he sees it in other books. the letter in his book when Encourage him to point out will notice it everywhere. t Once your child starts Book sharing o recognize a letter, he

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writing. FRQWUROWKH¿QJHUPXVFOHVQHHGHGIRU LPDJHVRIREMHFWVSURFHVVODQJXDJHDQG years allow children to create mental Changes in the brain during the preschool Your child’s brain Allow your child to read his new book yourchildtoread hisnewbook Allow t Help yourchildpunchthreeholesin t b Have yourchildslipthe “pages”intothe process. mistakes –theyarepartofhislearning each picture.Don’tworrytoomuchabout e Help himcutthemoutandglueoneon ¿QGDQ\HQFRXUDJHKLPWRGUDZSLFWXUHV things thatstartwiththeletter. Ifyoucan’t name). Lookforpicturesorstickersof UH Let yourchildchoosealetterhe t &XWFRQVWUXFWLRQSDSHU³SDJHV´WR¿WLQVLGH extra durability, tapeoverthebinding. together withpipecleanersoryarn.For

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source ofprideforyoung children. they canreadontheir owncanbeagreat Social-emotional: ¿JXUHRXWKRZWR¿WWKHSDJHVLQWRWKHEDJV shapes andspatialrelationships whenthey Cognitive: riting, gluing,taping andbending their writingskills. motor skillsthatwillhelpthemtogrown SLSHFOHDQHUVDOOKHOSFKLOGUHQSUDFWLFH¿QH Motor:W a Younger children understand that pictures WKHP¿JXUHRXWWKHUHVWRIWKHZRUGODWHURQ PDNH.QRZLQJWKH¿UVWVRXQGZLOOKHOS r Older preschoolers and kindergarteners words thanks to the clue of the picture. t When the words and pictures are placed the pictures. ogether, children begin to recognize the ecognize some letters and the sounds they re symbols for objects. They can “read” Parent-Child Interaction – Activity Pages | Children experimentwith

Making abookthat 593 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Parenting behavior … Foundational 2Curriculum: 3 Years Through Kindergarten pages inthisbook). print hasmeaning–and books (orswap outthe more letters, makemore As yourchild recognizes it differentfrom an“h.” line on“n”iswhatmakes does. Theshorterstraight doesn’t matter, butshape For example, color between lettersmatter. notice whichdifferences Your childisstartingto understand thatmeaning. that hehastheability to him understandthat or instores.Thishelps knows onstreetsigns to pointoutwordshe h Remind yourchildthat Continued learning e’s areader! Ask him Sample Keeping it going … 5HÀHFWLQJZLWKP\FKLOG« Observing my child’s development …

Parent-Child Interaction – Activity Pages | 594 © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Foundational 2Curriculum: 3 Years Through Kindergarten > > > > What do we have? ACTIVITY numbers inthebook? Does herecognize any many things thereare? make comments abouthow count withyou. Doeshe child. Encouragehimto a countingbookwithyour b There aremanychildren’s Book sharing

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j jump. Continue to play until you reach the R Make 10 straight lines by sticking each strip l Continue taking turns with your child as the lines. d If your child is ready for a bigger challenge, Help your child if he struggles with counting, Next, let your child have a turn. last line. Pick up the stuffed animal. along the lines. Count out loud while you number of dots and make that many jumps p 0RGHOWKHDFWLYLW\6WDQGEHKLQGWKH¿UVW the last strip. foot apart. Place the stuffed animal just past of the brain. between the rightandlefthemispheres once. This strengthens communication e Jumping and countingatthesame time Your child’s brain

ong as he is interested. umping or combining the two. iece of tape. Roll the die, count the IWDSHRQWRWKHÀRRU6SDFHWKHVWULSV emonstrate hopping or skipping along emonstrate hoppingorskippingalong ngages several areasofthebrain at c. b. Connecting acrossdevelopment a Motor What’s in it for us? > . > >

correspondence. they showknowledgeofone-to-one count –thenumberofdotsonadie, Social-emotional: Cognitive: Language: them engagedinthe activity. count alongwhenitisn’t theirturnkeeps children growsocially. children to Asking counting. of numberswhilethey arejumpingand Activities like jumping help children develop V a Children like movements that are fun d Jumping over and over again helps children body, trunk and legs. children develop coordination of their upper mature movement patterns. coordination. These skills help develop WUHQJWKEDODQFHDJLOLW\ÀH[LELOLW\DQG evelop rhythm and timing. nd purposeful. Repeated jumping helps Parent-Child Interaction – Activity Pages |

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Parent-Child Interaction – Activity Pages | 913 PARENT KDQGRXW Discipline: A Positive Approach In the long run, you can’t “control” your child’s behavior. But you can teach her to meet your expectations by using positive discipline strategies that support her development.

As your child’s skills grow and change, But all children misbehave sometimes. > A strong parent-child bond. so does her behavior. For example, Your child is no different! When she > Age-appropriate expectations. she is learning to act in ways that are does, it helps to plan ahead of time how > An environment where your child acceptable to you and other adults. you will respond to her actions. feels empowered to make her own Her control over her emotions is Positive discipline is part of a choices to act in responsible ways. getting better. She is picking up on the relationship-building process. It When you set – and stick to – limits appropriate social skills you model includes many strategies, from for her. that encourage desired behavior, you modeling the desired behavior to logical are teaching your child self-control and consequences and time outs. All of them helping her to feel good about herself. work best when you have:

> Preventing > Promoting > Addressing Discipline strategies Set reasonable Encourage your child’s Research shows that There are three types of strategies expectations based on positive behaviors. Offer these responses work: for effective discipline: preventing what your child can do her limited choices so she Pay extra attention to your behaviors you don’t want, promoting at this age. Model the feels some independence. child’s good behavior; positive behaviors and addressing behaviors you want to Talk about actions you ignore minor misbehavior; problem behaviors. see. Be consistent with want to see instead of reward her for overcoming All three work best when you and your your family’s rules and overusing “don’t” and “no.” problems; and use logical child have a warm, supportive and routines. consequences instead of loving relationship. Your affection and punishment. encouragement strengthen this bond.

Discipline means teaching children to act with self-control and responsibility. Punishment means controlling children through fear by using verbal statements or actions that cause pain to your child. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Development-Centered Parenting – Discipline | 1059 PARENT KDQGRXW

Before your child misbehaves > What viewpoints about discipline do you share with other parents you Sometimes quick discipline decisions admire? are not our best. It can help when you: REFLECTION > Make sure you and your child are Take time to think clear about what you consider about discipline. “problem behavior.”

> Talk about the reasons for your family’s rules and expectations. Keep > What are some examples of the way in mind that, at this age, your child you were disciplined as a child? can only focus on a handful of rules > What sets your views apart? at a time. > Explain what will happen if your child misbehaves. If you are using time outs, practice what she will do and what you will do. > Communicate with your child’s other > Do you plan to handle discipline parent, teachers and caregivers. differently in your family? Why or When everyone’s rules and why not? expectations are consistent, your child will recognize limits more easily. > Consider situations that could cause your child to lose self-control. For example, she may be extra tired or hungry after school or sports practice. Or she may be bored from sitting still for a long time. > What are some examples? > Prepare to respond to the same behavior the same way every time. > Remind yourself to stay calm and act with empathy.

© 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Development-Centered Parenting – Discipline | 1060 PARENT EDUCATOR ÈHVRXUFH Life in a Blended Family Many blended families face unique challenges related to normal aspects of parental life such as parent-child relationships, attachment and discipline. However, members of blended families can also develop new strengths. Parent education supports families through all of these transitions.

The 1970s offered an uncomplicated, annually are remarriages for both married. In other cases, the parent could \HW¿FWLWLRXVYLHZRIWKHOLIHRID partners, and approximately 65 percent be an adoptive parent or a legal guardian blended family: The Brady Bunch. of those adults have children from a (American Association for Marriage But real life presents blended families previous relationship (Adler-Baeder & and Family Therapy, n.d.). While some with many different compositions. The Higginbotham, 2004). parents choose to marry, other parents most traditional blend, a stepfamily, The previous relationship may have cohabit or share a residence with a forms when one or both adults in a ended in divorce, separation or death. In partner outside of marriage. A blended new relationship bring children from a certain cases, the biological parent may family structure is formed in any of these previous relationship. Census data shows be a single parent who has never been cases. that approximately half of marriages

Parent handouts Related topics $GMXVWLQJWR6HSDUDWLRQDQG'LYRUFH Attachment Social-Emotional Development Building New Parenting Relationships Discipline Transitions/Routines On the Same Page: Consistent Health Co-Parenting Mental Health and Wellness Our Blended Family Parenting Behaviors Attachment After Divorce Recreation and Enrichment

Home Child Parenting Parent-Child Development-Centered Family Forms Hubs Development Behaviors Interaction Parenting Well-Being © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents

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Often this expanded family network is a with his nonresidential parent and their Making the adjustment positive turn of events that brings greater partner. In other cases, the child may be adult attention. But even in the best of conditioned to believe that if he shows Studies have shown that it is usually circumstances, creating a blended family affection to his stepmother, he is being PRUHGLI¿FXOWIRUJLUOVWRDGMXVWWRQHZ FDQSUHVHQWGLI¿FXOWDGMXVWPHQWV3DUHQWV disloyal to his mother. parents than it is for boys. Researchers advise that a girl often feels that the may use different childrearing practices Other loyalty issues can concern siblings than the child is used to, and having to new stepfather is a threat to her secure of the child (Martin, 2011). How a child’s relationship with her mother, whereas a switch to new rules and expectations can siblings react to the new parent can also be stressful. In addition, children often boy often has trouble adjusting to living LQÀXHQFHKRZWKHFKLOGERQGVZLWKWKH ZLWKDVLQJOHPRWKHUDQGEHQH¿WVIURP regard stepparents and new relatives adult. In any case, loyalty issues make as intruders. DQDGXOWPDOH¿JXUH 3DSDOLD2OGV  LWHVSHFLDOO\GLI¿FXOWIRUWKHVWHSFKLOG Feldman, 2008). These preferences How well children adapt is related to the stepparent relationship to function, as the affect how the new parent should overall quality of family functioning. child may withdraw from the new parent approach establishing a relationship with in order to ease the tension around him. Loyalty conflicts the child (Nodrick & Nodrick, 2008). &KLOGUHQFDQEHQH¿WIURPVWHSSDUHQW A child can be expected to test Because of a child’s loyalties to his relationships and the increased diversity the limits of the new blended family absent parent, bonding with a new parent in their lives when they are not forced relationships, often leading to unpleasant PD\EHGLI¿FXOW $PDWR 0DQ\ WRFKRRVHVLGHVLQSDUHQWDOFRQÀLFWV power struggles. It is important for FKLOGUHQH[SHULHQFHOR\DOW\FRQÀLFWV Likewise, the stepchild-stepparent blended families to understand that this while adjusting to their parent’s new relationship can affect the quality of the is typical behavior. Therapists suggest SDUWQHU/R\DOW\FRQÀLFWVRFFXUZKHQ adult relationships encompassing the that blended families need at least two parents make the child feel torn between blended family. Parents and their new years to begin functioning as a unit the other biological parent and/or his partners often need help in discovering (American Association for Marriage and stepparents (Ganong, Coleman, & how to cooperate while considering the Family Therapy, n.d.). However, each Jamison, 2011). For instance, parents child as a primary motive. Family life child is different; some children may may do this by badmouthing a stepparent education and therapy can help blended need more time to adjust and others in front of the child or by making the child families adapt to the new complexities need less. Patience and persistence are feel guilty for spending the weekend they face. essential for nurturing a blended family.

Life in a single-parent home is often a temporary condition, as many single, divorced or widowed parents

© 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents marry or remarry within a few years.

ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Family Well-Being – Relationships Section – Parent With EducatorFamily and Resource Friends | 1514 PARENT EDUCATOR ÈHVRXUFH

As with any new relationship, forming strong ties takes time and effort. Discipline Children must learn that the new parent Disciplining someone else’s child can cause resentment between the new parent and the child’s biological parent. Effective strategies encourage new parents to is not a replacement for the biological move into their roles gradually rather than abruptly. Likewise, it is important to parent, no matter how much the child may provide consistency in childrearing. When the biological parent and their partner yearn for that. If both parents support each are consistent with discipline strategies, young children will know what to expect. RWKHUGXULQJWLPHVRIFRQÀLFWWKHFKLOGZLOO 5HVHDUFKKDVIRXQGWKDWVWHSSDUHQWVZKRVKRZKLJKZDUPWKDQGÀH[LEOH eventually understand that the relationship control have better relationships with their stepchildren as compared to those LVVROLGHYHQLIDW¿UVWKHWHVWVLWDQG who demonstrate low warmth and high control (Ganong et al., 2011). Building tries to undermine it. The opportunity for trusting relationships before attempting to discipline is vital. Once a warm bond everyone to openly express their feelings has been formed between stepparents and stepchildren, more active parenting will help in the transition. is possible. Benefits of a blended family WLPHV¿OODYRLGWKDWWKHFKLOGKDVEHHQ Many families have already established Research is mixed about how experiencing. When they are warm and parenting plans that detail how events family structures that differ from the involved in the lives of all the children such as holidays, birthdays and family conventional two-parent led, biological in the family, and when they offer vacations should be spent. These may family affect children socially, emotionally reassurance that they are not going to need to be adjusted during the transition or academically. Regardless of family leave, new parents in blended families to a blended family, and care should be structure, the “quality of parenting” has can be a welcome addition to the lives of used when introducing new routines to the the most fundamental impact. Research young children. family. Children may feel resentful if they suggests that quality of parenting is “one of A blended family can bring along are forced to go along with someone else’s routine (Help Guide, 2014). the best predictors of children’s emotional extended family, more social activities and social well-being” (Amato, 2005, p. for children and positive adult role model Parents can emphasize that a blended  7KXVVHYHUDOEHQH¿WVFDQHPHUJH LQÀXHQFHV)RUH[DPSOHLPDJLQHWKH family brings more opportunities to through a solid blended family unit. possibilities a blended family can bring to celebrate and create new family traditions Two-parent families can provide greater an only child from a small single-parent VSHFL¿FWRWKHEOHQGHGXQLW(QFRXUDJLQJ economic security, support with shared family who yearns to socialize. Having input for new traditions and family fun household tasks, emotional support that extra family members (stepsiblings, allows children to offer their own creative HQGVORQHOLQHVVDQGJUHDWHUIXO¿OOPHQWRI cousins, grandparents, aunts, uncles) suggestions and feel like valued members parenting roles. While new parents means more children to play with, more of their blended family. should not be expected to replace a people to talk to and bigger family dinners © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents child’s biological parent, they may at during holidays. ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Family Well-Being – Relationships Section – Parent With EducatorFamily and Resource Friends | 1515 PARENT EDUCATOR ÈHVRXUFH

It is important to encourage parents stress. Rebelliousness and resentfulness From the mouths of children to focus on the needs of the child(ren) are normal behaviors for children The following is a list of things involved. Help parents and stepparents adapting to blended families. Inform children have said they like about think of ways to gradually ease the the parents that these are typical being in a blended family (Better transition of the blended family. Inform experiences and, thus, try not to take it Health Channel, n.d.): parents that it is important to always personally. > It’s good to have extra adults to consider the child’s cues, such as Discipline often causes tension care for them, as well as their temperament and parental attachment. among blended families. Encourage Share with the families that it is okay to parents. IDPLOLHVWRUHÀHFWRQWKHLURZQYDOXHV > It’s nice to be part of a two-parent allow children and new parents to bond and beliefs regarding discipline and family again. naturally; be patient and don’t overwhelm childrearing. Advise them of how > It feels more secure and safe. the child with attempts to bond. important consistency is in childrearing. > It’s great to see parents happy Offer fun family ideas to help with 7RKHOSWKHPUHÀHFWRQWKHLUEOHQGHG again. the transition, such as encouraging family’s strategies and routines regarding > There are more presents at the child’s input on creating new family discipline and raising children, offer the birthdays. traditions and household rules and parent handout On the Same Page: responsibilities. You can help blended Consistent Co-Parenting. IDPLOLHVUHÀHFWRQWKHLUQHZVLWXDWLRQE\ If the family has also experienced a Your role as a parent educator WDONLQJDERXWWKHYDULRXVEHQH¿WVWKHLU separation or divorce from the child’s new family brings. Provide the parent other biological parent, loyalty issues to Your role will align largely with the handout Our Blended Family for more the nonresidential parent often trigger blended family’s willingness to share information. stubborn behaviors in young children. any concerns or updates about their Another key role is to help families Reassure the family that this is typical. To transition. When they share their family’s identify stresses they may be further support the family, offer the parent status with you, ask them how you can experiencing. Each family and child handout $GMXVWLQJWR6HSDUDWLRQDQG best support them at this time. responds differently to certain types of Divorce.

“The well-functioning stepfamily provides the child with many more people resources. The children are exposed to a variety of lifestyles, points of view and experiences. Adults gain the love, admiration and respect of another FKLOG+LVWRU\LV¿OOHGZLWKJUHDWPHQDQGZRPHQZKRKDYHKDGVWHSPRWKHUVDQGVWHSIDWKHUVZKREHFDPH © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents SRZHUIXODQGSRVLWLYHLQÀXHQFHVXSRQWKHP´ /RIDVQGSDUD  ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Family Well-Being – Relationships Section – Parent With EducatorFamily and Resource Friends | 1516 PARENT EDUCATOR ÈHVRXUFH

You may see signs of ineffective, Leach, P. (2010).

ParentsFoundational as Teachers 2 Curriculum: Cornerstone 3 YearsSample Curriculum Through Kindergarten Family Well-Being – Relationships Section – Parent With EducatorFamily and Resource Friends | 1517 PARENT KDQGRXW Our Blended Family If you (or your child’s other parent) remarries or moves in with a new partner, your child will become part of a EOHQGHGIDPLO\7KLVFDQEHDSRVLWLYHVLWXDWLRQIRU\RXUFKLOGLQWKHORQJWHUPEXWPDQ\WLPHVWKHDGMXVWPHQW is hard.

It will take time for your child to get Helping your child adjust used to the new parent’s childrearing style, rules and expectations. Ask for your child’s input in creating Take time to think new household rules for everyone in the Sometimes young children view REFLECTION about your family. family to follow. When everyone agrees stepparents or stepsiblings as intruders to the rules, you and your partner can into the family. You can expect your child feel more secure supporting each other WRWHVWWKHOLPLWVDVKH¿JXUHVRXWWKH in following through on them. new family dynamics. > One way to celebrate your new Encourage your child to express his Generally, the transition goes more family is to paint a family tree together. Include names and pictures feelings. It helps him when you show smoothly if the new parent gradually how you express your emotions. eases into the role. If your new partner of all the new family members. is warm and involved in your child’s life 3URYLGH¿UPORYLQJDQGFRQVLVWHQW and reassures him that he or she will discipline. Form a united front with not leave, they will begin to form a bond your new partner so that your child is of their own. This will make it easier not forced to choose sides in parental for your child to accept guidance and FRQÀLFWV discipline from his new parent. > What are some other fun activities Discuss any concerns you have with Backing each other up in times of you can do with your child to your parent educator. She can help you, FRQÀLFWVKRZV\RXUFKLOGWKDW\RX represent your blended family? your child and your new partner adjust to and your new partner have a solid the new family structure. relationship and that you mean what (YHQWXDOO\\RXUFKLOGPD\¿QGPDQ\ you say. things he likes. Researchers have found that children in blended families say: > It’s good to have an extra adult to care for them. > It’s nice to be part of a two-parent family again. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Family Well-Being – Relationships With Family and Friends | 1518 PARENT KDQGRXW

> There are more adult family members to bond with (grandparents, Tips for blended families aunts, uncles). You can help the transition go > There are more children to play with smoothly for everyone when you: (stepsiblings, cousins). > Reassure your child that your > It feels more secure and safe. new partner is not replacing his > It’s great for them to see that their other parent. parents are happy. > Remind your new partner to be > There are more presents at patient and bond gradually rather birthdays. than abruptly. New family traditions > *LYH\RXUFKLOGWLPHWRDGMXVWWR the new way of life. Blended families often add new > Allow your child to ask questions. routines for holidays, birthdays and Answer as honestly as possible. family vacations. This allows you > Encourage your new partner to to create new traditions for your life build trust with your child before together. attempting to discipline him. However, your child may be confused > Develop open communication by these changes. He may even feel and a co-parenting relationship resentful if he is forced to go along with with your child’s other parent routines without having any input. (if it is safe for your child). At this age, your child likes to help make decisions that affect him. Encourage your child to share his ideas for new family traditions. This helps him feel like a valued member of the family. © 2014, Parents as Teachers National Center, Inc. ParentsAsTeachers.org Center, National Teachers as © 2014, Parents Foundational 2 Curriculum: 3 YearsSample Through Kindergarten Family Well-Being – Relationships With Family and Friends | 1519